What is the digital divide? What is digital inequality? How do these issues impact my school?

In this presentation, I will discuss the difference between the digital divide and digital inequality. I will examine some of the challenges my school faces in the area of digital inequality and provide possible solutions for these challenges.

So what is the digital divide?

The digital divide refers to the gap between demographics and regions that have access to modern information and communications technology and those that do not or have restricted access. This technology applies to landline telephones, cellular phones and services, television, computers, tablets, and the internet.

Now that we know more about the digital divide, what is digital inequality?

Digital inequality moves beyond an inequality in access to technology and encompasses inequality among people with access to technology. This includes people with lack of technical ability, lack of interest or computer literacy, and those who cannot afford it.

How does digital inequality impact my school?

Mary, Queen of Heaven School (MQH) is a small, private elementary school in Kentucky. Currently there are 220 students enrolled in the school. MQH is fortunate to have a computer lab with 28 computers, a 1:1 iPad program for the seventh & eighth grade students, and up to 5 iPads for each classroom in grades K-6. All of the students have access to modern information and communications technology both at school and at home.

Three factors create digital inequality at MQH. They are:

1. Wireless internet issues.
2. Lack of ease of use with technology among teachers.
3. Lack of a 1:1 program in the lower grades.

With the increase in wireless devices at MQH, there is a need for improved access to the wireless. Last year, the school increased its bandwidth and the number of available ip addresses. This helped immensely.

At the beginning of this school year, the school has encountered additional issues. The wireless access points are getting older and not functioning as well. One of the access points is resting on a desk in a classroom. The further a classroom is from an access point, the worse the wireless works. Because the wireless is sporadic, the teachers are unable to carry out their lessons effectively and use the tools that are available to them.

We can rectify our wireless problems throughout the school by:

1. Upgrading our wireless access points.
2. Mounting the wireless access point that is on a desk in a classroom to the wall in the hallway.
3. Considering increasing the number of wireless access points throughout the school.

All of the teachers at MQH use technology in their classroom to some degree. All but one of the classrooms are equipped with SmartBoards and each teacher has a laptop. The teachers utilize their SmartBoard for various purposes. The kindergarten teacher does not have a SmartBoard in her classroom but does have a Smart Table. Unfortunately the Smart Table has never worked correctly.

Many of the older teachers are fearful of the technology that we have offered them or they are set in their teaching ways and are resistant to change. They have iPads in their classroom that they do not use with the students. With each instance of a problem with their laptop, SmartBoard, or iPad, they shut down and use these devices even more infrequently.

In order to allow the teachers to feel more comfortable using technology, I would suggest:

1. Sell the broken SmartTable in the kindergarten and use that money to purchase a SmartBoard for the kindergarten.
2. Create professional learning groups for technology consisting of a mix of teachers who are comfortable with technology and those who are not. Those who are uncomfortable with technology can discuss their frustrations and seek help and answers from those who use it more frequently.
3. Provide frequent professional development on ways to integrate the use of the iPads and other technology into classroom lessons.
4. Have the teachers work with the technology coordinator to develop ways to integrate technology into their daily lessons.

MQH offers a 1:1 iPad program for our seventh and eighth graders however, the rest of the classrooms only have up to five iPads per room. This creates an inequality for the students in the younger grades who can only use the iPads in small groups.

Some possible solutions for the inequality in iPads at MQH are:

1. Switch to a more affordable Chromebook for the Junior High students and pass the iPads that were allotted for the Junior High down to the lower grades.

2. Set up a BYOD program for the lower grades.

In order to maintain a high level of professionalism, one must investigate and manage issues related to the digital divide and digital inequality in the classroom. The issues and solutions discussed in this presentation apply to many of the principles of the AECT Code of Professional Ethics. Specifically: Principles 3, 5, & 7 in Section 1, Principle 6 in Section 2, and Principles 4 & 7 in Section 3.

More than ever technology has a strong presence in education; however access to technology and the Internet can only be useful if it is reliable and if individuals have the skills to use them effectively to meet their needs. It is important to educate and provide training programs for students and teachers to ensure effective use of technology tools. The investment in proper infrastructure, time, and training will reduce the breadth of digital inequality in education for future generations.