Technology has evolved into a vital part of our everyday lives. It advances our social interactions, business communications and educational systems. With such a rise in popularity and use, technological solutions are bound to bring about problems regarding members of society and there access to, and use of these advancements.

This presentation will define and examine the issues of digital divide, digital inequality and how such issues are playing out in our educational system.

The term digital divide refers a disparity between those who have access to equipment and services that enable to take advantage of all the Internet has to offer. While this issue is comprised of many complications, the simplest way to examine the divide is to look at in-home Internet access via broadband services.

The Internet and Technology Communications Organization (ITC) recently discovered that in the United States, 60% of homes have access. With just over half of this country’s population having access to the Internet, it becomes alarmingly clear why this issue of digital divide is in desperate need of attention as we move more and more federal, educational and community services into an online setting.

Digital inequality refers to how those with access are able to utilize the equipment and services made available to them. With the issue of access overcome, the next obstacle in this digital age is a society’s ability to capitalize on all the advantages advancing technologies offer. This goes far beyond the scope of basic web browsing and social media use.

From an educational standpoint, students may have access to an abundance of equipment, but if they can’t use it to it’s full potential, there is little benefit. Educators face similar issues of inequality, as they are expected to both learn and implement newer technologies to teach, and teach students how to learn in this ever-changing landscape.

Researching technological concerns affecting those in my area has led to the discovery of three pertinent topics in education. These matters relate to public school students and teachers in my district and neighboring districts.

A student’s ability to access the Internet at home is becoming an extremely important aspect of public school education. Many educators are taking advantage of online assessments and the ease of which scoring and grading can be done. Additionally, assignment requirements are demanding that students use some aspect of the Internet to research, view web media and submit materials. While this is a wonderful use of modern technology, it can also alienate students without access and put a great deal of stress on families.

My school is currently rolling out a 1:1 Chromebook initiative, which eliminates the hardware hurdle, but also raises the expectation that households procure Internet access.

If our educational institutions wish to narrow the digital divide and integrate technology into the curriculum, they must provide guidance and assistance in achieving that access. Schools would be wise to clearly communicate an expectation of home access and provide alternate options, including after school access to computer labs, community libraries and local businesses that provide free WiFi. Local agencies, including governmental and Internet Service Providers could work together to ease the financial burden for low income families.

Teacher training is a prevalent issue surrounding digital inequality in the schools in my area. This issue has come to the forefront due to a 1:1 Chromebook rollout that has now given every student a powerful educational tool, while forcing educators to play catch up and rapidly update curriculum to take advantage.

Concerns center around the amount of time teachers have to receive training, implement changes and still continue to do their jobs simultaneously. In conducting my research in this area, I was pleasantly surprised by the positive attitude of teachers toward learning and implementing new technology. Teachers can see the advantages and truly want to use them to become better educators.

The solution to properly training teachers on new hardware and software needs to come in the form of flexible, tailored and compensated training. District must prioritize the limited hours made available for teacher in-service training. Sessions need to be tiered so learners can move throughout the training at an individual pace and advance when ready. This could come in the form of online training, where individuals or departments could move through training at a varied pace, even from home. The district I teach in has utilized a great solution to the training problem, an on site technology specialist offering one-on-one assistance by appointment.

My research into teacher training concerns uncovered an interesting concern of many teachers as they attempt to adapt to many technological changes. They are concerned with the rapid pace of change and the commitment of educational leaders to continue these new initiatives.

Much of the hesitation revolves around software solutions and whether the district will renew licenses or continue to support them. For example, teachers have spent a great deal of time converting lessons for SmartBoard use only to find that they must now be adapted for programs like Schoology and Mastery Connect.

Due to the cyclical nature of educational programs, teachers who have been through initiatives in the past are understandably hesitant. Educational leaders would be wise to find ways to assure educators that initiatives involving software and hardware have been committed to. There is never any real certainty when it comes to educational funding, but a commitment to some of the core software elements is desired. If support is ending, which is the case with Microsoft Office in our district, the technology staff should communicate what the official replacement will be and a timeline for the transition.

Overall, expectations should be communicated in regards to implementation. Teachers should be informed if new roll outs are optional or mandatory, allowing them to use their own judgment as to where they direct their training.

There are clearly a plethora of concerns circling around society’s use of technology, both globally and locally. It is to the advantage of all members of our society that we find ways to close the gap in our digital divide.

Access to the Internet has proven itself a vital channel to information, education and a connection to our peers. We must find ways to ensure everyone has access to it, and the knowledge to utilize its full potential.