We live in a digital world. From computers and tablets to smartphones and beyond, we access and relay information in seconds. Through technology, we've become intimately linked to each other and the world. Some say the immediate ability to communicate globally has made the world smaller. However, though the world may be smaller, technology has caused a division between the haves and the have-nots. This digital divide has serious implications both socially and economically.

In this day and age, people are increasingly dependent on technology and the ability to quickly gather information. Whether it's from the living room, office, or classroom, access to the Internet is a necessity.
In fact, without the internet and a device with which to connect, resources like newspapers, journals, encyclopedias, textbooks, mail and more, are increasingly out of reach. Even movies and music have made the switch. Unfortunately, access to this vast wealth of information isn't universal, and many people are left out. This disparity or "Digital Divide" is apparent not only between the developed and developing world, but in local communities and even within schools. According to Hargittai (2003), the Digital Divide is "the gap between those who have access to digital technologies and those who do not...distinguishing the "haves" from the have-nots." She argues that, if you're a "have-not," then the ability to gather information (knowledge) is difficult if not impossible. The lack of information, not a pleasant thought! What is the cause of this digital divide?

Digital Inequality is the biggest cause of the Digital Divide. Inequalities can occur based on socioeconomic status, race, ethnicity, gender, age, education, income, and the region in which a person lives. (DiMaggio, Hargittai, Celeste, Shafer, 2001) The following tables from the Pew Internet and American Life Project (2014) demonstrates some of these disparities.

The Pew survey suggests that, at least in 2014, two of the most important factors affecting digital inequality were education and income. Notice that only 66% of the population with a high school diploma or below had access to the internet. That's in sharp contrast to those who are college graduates or those who have attended some college but are without a degree.

The data also shows that only 65% of the people who make less than $30,000 a year have access to the internet. Again, note the significant disparity between the top earners and those at or near the poverty level.

Inequality matters because it affects society both socially and economically. (Wikibooks, 2009) (Hargittai, 2003) (DiMaggio, et al., 2001) These disadvantages lead to lost earning potential, educational opportunities, economic benefits, health-care options, and sense of well-being (Hargittai, 2003). By narrowing the gap between the haves and have-nots, ultimately makes society stronger.

The biggest digital inequalities in (some) public schools today, stems from poverty followed, ironically, by education. Over the years, I've observed how these disparities affect both students and the school first-hand. I'm going into my ninth year of teaching. I am currently at two elementary schools; Stellar, which is upper-middle class and beginning this fall, Stukey, which is Title I. For the purposes of this presentation, I will be discussing Thornton Elementary, the school at which I taught before Stellar. The differences between the Stellar and Thornton are significant in three main areas:

1) Access to devices at school
2) Access to the internet and devices at home
3) Parent's ability to use digital devices

Do students have equitable access to technology at school? The answer is a qualified yes, but it depends on where you live. Students at more affluent schools have greater access to technology. Stellar, is a perfect example. The school itself is only nine-years-old as are many of the houses in the area. As a result of being upper-middle class, there is a wealth of technology at Stellar. The school has a large computer lab, a set of thirty laptops, and over 200 Chromebooks. Also, there are thirty iPads, five to six student computers in each classroom, four additional computers in the grade-level "Flex" Areas and two Smart Boards. This technology means that students have ready access to technology.

Thornton Elementary by contrast, though only a ten-minute drive from Stellar, couldn't be more different. With 87% of the student body receiving Free or Reduced Lunch, Thornton has high poverty. Technology at the school is negligible. There is a computer lab that's comparable in size to Stellar. However, the computers in the lab are more than eight years old and run slowly, if at all. There are three - four student computers in classrooms, but they too are antiquated. Finally, rounding out the lot, there are just short of 80 Chromebooks. That's the extent of technology at Thornton.

Students at Thornton lag behind their peers from more affluent schools. They struggle with basic computing skills. In intermediate grades, students still have to "hunt and peck" for letters on a keyboard. They are not able to perform a simple keyword search on the computer. Not surprisingly, teachers report they rarely teach digital citizenship and students know little about internet safety. Digital literacy at the school is virtually nonexistent, and the students continue to fall behind schools with money to spare.

Thornton is desperate for more technology to address these problems. Each year they hold two fundraisers, but because of high-poverty, they net an average of $1500. That's enough to buy five Chromebooks or two desktop computers, not enough to make any appreciable difference. To put things in perspective, Stellar raised more than ten times what Thornton did, twice in one year!

Schools have no control over the poverty rate in their area. However, there are a lot of things a school can do to close the Digital Divide. Schools like Thornton Elementary can help their students by applying for both Federal and State grants. Also, there are many large corporations and businesses that love to give money to Title I schools. A few grants would go a long way to purchasing new technology for the school.

Until there's more money, it's essential that Thorton use its existing technology to deliver meaningful digital instruction. Teaching students how to use the technology, perhaps even how to repair it themselves, will help them grow their confidence and improve their skills. Even if the computers are not working well, it's important for teachers to teach basic internet safety along with digital citizenship combined with digital literacy skills.

Schools could also offer after-school programs to help students learn to use technology. A partnership between an underprivileged school and a nearby affluent school, would not only help students with their tech skills, but also their communication and collaboration skills. Once students are proficient enough, they could even share what they've learned with an assisted living community. Though these ideas are not always easy, there are great benefits for students in the long run.

Do students have access to technology at home? The answer is once again a qualified yes, but it depends on whether or not their parents can afford it. At Stellar last year, nearly 90% of families reported having internet access at home and at least one device with which to connect. At Thornton Elementary, roughly 38% of families replied saying they had internet access and at least one device. That's well below the national average of 65% for families making less than $30,000 (Pew, 2014). The reason for this difference, again, is directly related to the high poverty rate at Thornton compared to Stellar. Families at Thornton struggle to put food on the table, clothe their children, and pay the rent. Having a computer and the internet is one of the last things on their mind.

There are several ways the school can help struggling families obtain technology and internet access at home. First, they can connect them to companies and organizations that support low-income families. In Colorado, our two main high-speed internet providers, Xfinity and CenturyLink, have income based internet subscriptions at a low cost. In some cases, families can order basic internet service for anywhere from $5 to $10 per month. Customers can also rent a cable modem and router for a nominal fee. The companies have also partnered with Dell computer. Low-income families can purchase Dell computers at significantly lower prices. Alternatively, they can rent devices for a low monthly fee.

Another idea, though this may be a bit of a stretch, Thornton could partner with Wal-Mart or Best Buy to offer low-cost computers. Not only are the companies helping families in need, but they're also promoting their brand and getting some helpful tax deductions to boot. If this didn't work, the school could also apply for a federal grant, with the idea of using the money to buy technology to give to high-poverty families free of charge.

Do parents have the tech skills to help their child? You guessed it, it all depends on their socioeconomic status. Parents at Stellar are tech savvy, though less so than their children. At Thornton, many parents have limited experience using computers, there are even some that have never used one. That means that, even if they had internet access and a device, parents would not be able to help their child with the technology. The reason for this, as mentioned before, if that these parents are trying to make ends meet working two and sometimes three blue-collar jobs. That means the opportunities to learn about technology themselves, is limited.

One of the best ways to help parents learn tech skills is actually to teach them. Thornton could offer evening classes for parents on how to use computers along with time to practice surfing the web and using native programs. Offering classes has many benefits, first and foremost it builds stronger relationships between parents and staff. The only time parents usually come to school is for parent-teacher conferences, a school event, or when their child is in trouble. Building relationships with parents helps them feel more comfortable at school and makes them more likely to visit. In high-poverty schools, building relationships with parents is even more essential than at affluent schools. The ultimate goal though is for parents to have the skills to help their child and themselves.

In addition to building relationships with staff, parents who attend a class also build relationships with other parents. Not only do they have a support system for what they're learning, but they have other parents to talk to and share (hopefully positive) stories. Community building of this sort is vital for a healthy school culture!

Another idea would be to open the school computer lab for parents to use during the evening. A staff member would be on hand to answer questions or to troubleshoot problems. This informal setting would give parents who might have some computer experience, time to build confidence at their own pace. This also helps build the home to school connection and gives parents a safe place to learn.

Digital Inequality has a direct impact on kids. As such, educators have an ethical obligation to provide students a solid digital education with access to the tools needed to make it happen. The AECT Code of Professional Ethics has many different principles that apply in this case:

The member:

1. Shall encourage independent action in an individual's pursuit of learning and shall provide access to varying points of view.

2. Shall protect the individual rights of access to materials of varying points of view.

3. Shall guarantee to each individual the opportunity to participate in any appropriate program.

9. Shall refrain from any behavior that would be judged to be discriminatory, harassing, insensitive, or offensive and, thus, is in conflict with valuing and promoting each individual's integrity, rights, and opportunity within a diverse profession and society.

If students don't access to adequate technology, they don't have access to the learning necessary to be a competent citizen in the digital age. Though educators can't control factors such as socioeconomic status, ethnicity, etc., they can control what happens at school. They can provide suitable technology for children. They can facilitate access for families at home. And they can help support and teach parents how to use technology, to the ultimate benefit of their child and society. Doing less than this would be a clear violation of the Code of Ethics. But more than that, it is a violation of the trust students and parents put in us as educators.