At this point in time, many students with from lower socioeconomic status families are suffering from “the digital divide,” the disparity of access to, use of, or knowledge of information and communication technologies between students of various income levels (Wikipedia). Barron, et al. (2010) conducted a study on eighth grade students in Silicon Valley at two middle schools with disproportionate income levels. They found that students with lower incomes had substantially less access to technology at home and, as a result, had a lesser breadth of technology experience than their counterparts at the higher income schools. Hohlfeld, et al. (2010) also found that there is a deep digital divide between students in higher versus lower socioeconomic status areas in Florida over a four year study. Thus, our quest as educators becomes how do we bridge the digital divide in our schools such that all students benefit more equally from technology? One of the first and most obvious issues to address is the need for up-to-date technology in all of our schools and adequate training for all of our teachers. Research by Barron, et al. (2010) seemed to indicate that teachers in lower SES areas were not given the same amount or quality of training in technology as those in higher SES schools were. This could be due to overwhelming focus placed on passing various standardized tests; however, equitable access requires adequate technology for all schools and adequate training for all teachers. Just putting computers in the schools will not conquer the digital divide if teachers do not have a full understanding of how to implement this technology into their courses.
A second and equally important issue is providing access to all students within the context of the school day including training on utilizing various forms of technology as well as the time to practice that technology. Without this training and practice time, we will continue to see the digital divide increase. The reality is that we may never be completely able to conquer the digital divide, but at the very least, we can narrow it through rigorous attention to details and training.
Barron, B., Walter, S.E., Martin, C.K, and Schnatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education, 54: 178-189.
Hohlfeld, T.N., Ritzhaupt, A.D., and Barron, A.E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education, 55: 391-405.
A second and equally important issue is providing access to all students within the context of the school day including training on utilizing various forms of technology as well as the time to practice that technology. Without this training and practice time, we will continue to see the digital divide increase. The reality is that we may never be completely able to conquer the digital divide, but at the very least, we can narrow it through rigorous attention to details and training.
Barron, B., Walter, S.E., Martin, C.K, and Schnatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education, 54: 178-189.
Hohlfeld, T.N., Ritzhaupt, A.D., and Barron, A.E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education, 55: 391-405.