A New Understanding of the Digital Divide
BY MARY BETH HERTZ
10/24/11
As an urban teacher whose students are often lacking access to a computer and the Internet at home, I have strong opinions and experiences with the digital divide. I decided to do some research to see where my students fit into the current trends.
What is the digital divide?
If you ask most people to define the digital divide, most of them would answer that it has to do with those who have access to technology and those who don't. Ten years ago, they would have been right. However, over the last ten years access to technology has become more and more ubiquitous. In fact, in a 2010 Pew study (Technology Trends Among People of Color), laptop ownership among African Americans and whites broke about even and the percentage of Hispanic and African American Internet users, which was 11 percent in 2000, rose to 21 percent in 2010. A 2011 study showed that 83 percent of American adults own a cell phone (Americans and Their Cell Phones). Recent advances in cell phone technology mean that more and more people are using their phones to access the internet. As a result, many previously unconnected populations are connected through their phones. In fact, another Pew study ("For minorities, new 'digital divide' seen") reported that 51 percent of Hispanics, 46 percent of African Americans, and only 33 percent of whites used their phones to access the Internet.
So what does this all mean?
We are looking at a completely different kind of divide. While access has increased substantially, the kind of access varies. Most minorities in the Pew studies reported using their phone for accessing email and the Internet. In 2010 only 56 percent of African American households reported having broadband access compared to 67 percent of white households (Home Broadband 2010). This creates an entertainment vs. empowerment divide. As one of the Pew studies suggests, you can't fill out a job application through a cell phone or update your résumé on a game console (another way that many minorities report they access the Internet). The divide has shifted from an access issue to a kind of access divide.
Another group that is often left out of the conversation are Americans with disabilities. The divide for these citizens has always been there, and assistive technologies have definitely made access easier (if the people who need them can afford them), there are no laws stating that websites need to be accessible to people with disabilities. Even something as simple as a Captcha can prove to be a nightmare for someone with a disability. There are groups right now working on making navigation of important sites more accessible to Americans with disabilities.
Most of the reports about the digital divide center around racial and socio-economic differences (a 2010 study confirmed that household income is the greatest predictor of Internet use). However, for those families in rural areas, access is still the number one issue. In a study of groups and organizations and their use of tech, farm organizations were one of 3 reported groups for whom tech doesn't dominate at all. In addition, there are still 4 percent of teens reporting that they have no Internet or computer at home.
What are some solutions?
As the studies suggest, the problem isn't access, it's the kind of access. Families, particularly minority families, are lacking in home broadband access. Just recently, Comcast launched Internet Essentials, a low-cost Internet service for families receiving free school lunches that is available wherever Comcast provides services. In addition, communities need to ensure that libraries stay open, schools can provide access to their labs after school, and organizations need to plan their communication strategies around the connection style of the populations they serve.
States also need to invest in broadband infrastructure to bring broadband services to rural households. Companies like Comcast could provide mobile labs that could visit communities in the same way bookmobiles used to travel the country.
Sadly, the dichotomy of haves and have-nots is not going away any time soon, but as long as we understand what this divide looks like and how it evolves and changes, we can better address the underlying causes and provide resources for all US citizens, regardless of ethnicity, geography or socio-economic status.
6 comments:
Sadly, this article is true... It would be great if kids of all ages had the same opportunities through their schools, communities and libraries, but we know that this is not the case. Internet access in the form of broadband is expensive, and families with limited resources will focus on basic necessities first before thinking about acquiring anything else. I was glad to read that Comcast is offering options for low-income families; it would be great if more cable companies offered similar programs.
The key issue with this discussion is access to information, and from an educational stand point, it is unfortunate that low-income students and minorities do not enjoy the same opportunities as other segments of the population. As the author states, all US citizens should be entitled to the same resources, especially if these resources are going to impact the educational quality of a student.
I am glad that someone is covering this issue as it is easy to assume, unless you are exposed to a large audience, that everyone has the same kind of access.
The articles on the digital divide make it clear that computer programs alone cannot properly teach and assess students, but school districts will always eventually base their decisions on money. When the budget is in a crunch, districts will be forced to take which ever option is the cheapest, no matter what the educational outcomes may be.
The article that focused on project based learning was interesting, but there is a fundamental issue in the gender gap that PBL can only partially mitigate. A number of studies have shown that teachers interact differently with girls than they do with boys. This is true of both male and female teachers. The studies also found that teachers were unable to significantly modify this disparity, even when they made a conscious effort to do so and even when they knew they were being observed. Teachers generally reward boys for asking questions and experimenting, particularly in math classes, and they reward girls for sitting quietly. And again, the studies show that all teachers do it, without exception.
I found it really interesting to read about the digitial divide because I am curently in a class that examines the dipartities that exist in the educational system. I think it is really unfortunate that not all students are given the same educational opportunities Consequently, those school systems that have greater economic resources will have a greater ability to provide the students with the latest technologies that enhance the classroom experience. Students of lower socio-economic status have limited access to these same resources and can never be expected to find the same amount of success that these other students will find.
I also thought it was interesting to see the divide between girls and boys in the classroom. It made me exam my own experiences and interests that I had in school. I definitely agree with the article stating that girls have less interest in technology and disparities in math. I know I personally have never been very technoloically savvy nor have I ever enjoyed math. I can see how girls are more attracted to traditional activities while boys are more attracted to enriching experiences. I think we need to find ways in which we can encourage girls to be interested in these areas as well as try to fix the disparities in educational systems so that all students recieve the same educational opportunities.
I found this article very interesting to read, especially since I work in a high priority school. Drilling is NOT the way to get children to learn, especially from a computer. A teacher's voice, facial expression and attitude when teaching students is the key to their success. Anyone can sit infront of a computer and do what the computer is telling them, but how many are going to learn from what they are doing? Do the students feel cared about? Just because the students are in a high priority school doesn't mean they shouldn't get the same resourses as students in the next district over. I think children learn best is when they feel that the teacher cares about them and whenthey are being listened to, both things a computer can't do.
This article explains how the digital divide is not the only divide that affects today's students. An access divide exists which prohibits many groups of disadvantaged students from accessing the same technology as advantaged students. More specifically, the articles suggests how families of lower socioeconomic standings most often do not have internet at home while more priviledged families take internet access for granted. In addition, the author goes on to say that families living in rural areas and people with disabilities are at a disadvantage because, they too, do not have adequate access to the internet at home. I believe there are solutions to these problems. First of all, schools need to keep computer labs open, libraries need to extend their hours of operation, and internet needs to be accessible to those living in rural areas. More importantly, low-cost internet needs to be available to those living in underserved areas. This is the only way that will allow these families and students to have the same opportunities accessing internet (not internet over their cell phones) as priviledged students and their families do. Afterall, teachers are incorporating more assignments that require the internet so it is imperative that all students have equal access.
After having read the article on “digital divide” I remembered the time when I studied at the university in Russia. About seven years ago the technology was not well-developed as it is today. My professors often gave assignments to do on a computer, including writing research papers and presentations. Neither my peers nor I had a personal computer, let alone an access to the Internet. There was a computer laboratory at the university with about thirty outdated computers with slow Internet for more than 300 students. I remember how I felt frustrated to find a computer and have my assignments done on time. That made me feel so helpless. I totally understand how children with fewer opportunities to access technology feel disadvantaged.
Nowdays it is unfortunate that there are students who still do not have access to technology. Furthermore, even though others have, the quality of access is low. We cannot assume that students who have the Internet at home with good connection to those who get information through cell phone equal. The issues of the “digital divide” shifted from access problems to kinds of access. What could be done to help disadvantaged students with regard to technology issues? I believe that first of all teachers need to be aware what type of access their students have before assigning any work that has to be done using technology. If a teacher knows that this particular child does not own a computer, and he has to go to the library to use one, than this teacher has to be flexible and take actions together to solve a problem. The article on “digital divide” offers other solutions. Libraries should stay open. Schools can provide access to the labs after school, Comcast can offer low prices to access the Internet. These are some of the ways to solve technology issues, but not all.
It is also unfortunate to know some urban schools use technology for drilling information rather than as a tool for broader learning. For instance, Hatch Middle School spend millions of dollars to by software programs to prepare students for standardized tests, instead of spending money on hiring high-qualified teachers who could help full use of technology. In contrast, effluent districts consider technology as an aid to support the goal to find information, gain new knowledge. “There is no substitute for quality teaching,” says Susan Patrick, the department director of educational technology. Here “digital equity” takes an essential part. Teachers need to be aware of technology resources, provide contents that are culturally relevant and connected to their community. It is not enough just to put a computer in front of a student, it is vital to take into consideration “digital equity”.
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