Digital Divide Presentation
Published on Nov 24, 2015
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PRESENTATION OUTLINE
Digital Divide and Digital Inequality at Colchester Middle School (CMS)
By Bjorn Norstrom
Definitions
Digital Divide vs. Digital inequality
Digital Divide
- The gap between those with access to digital tools and those without access
- The "Have's" vs. the "have nots"
- Focus on statistics and data of the digital gap
- Digital divide may lead to digital inequality
Digital Inequality
- Disparity between the "have's" and "have nots"
- Lack of equality
- Lack of evenness
- Focus on the difference between the "haves" and the "have nots"
- Digital inequality does not lead to digital divide
3 Issues impacting colchester digital divide
- Affluence vs. Poverty
- School District budget
- Parent/guardian lack of technology competence
Colchester has two distinct parts, just as many american towns and cities. One part that is more poverty-stricken and one more affluent part. Although digital access in Colchester as a whole is solid, the digital divide between the affluent and the less affluent is evident at Colchester Middle School and directly affects students' access to technology to complete homework..
Issue 1:
POVERTY VS. AFFLUENCE in colchester
2013 Colshester Data
- 23% students on free lunch program
- 4% students on reduced lunch program
- 25% low income families
- Median household income $66,000
Colchester has a large group of low-income families where students attend schools on free or reduces lunch programs. Colchester also has a large affluent community.
Relevant Websites
http://www.bestplaces.net/economy/city/vermont/colchester
http://education.vermont.gov/documents/EDU-Child_Nutrition_2013_Eligibility...
Relevant Websites
http://www.bestplaces.net/economy/city/vermont/colchester
http://education.vermont.gov/documents/EDU-Child_Nutrition_2013_Eligibility...
"right or Wrong" side of tracks
- Affluent area
- Poverty area
- Railroad track symbolizes digital divide
- "Have nots" live on "wrong" side of digital divide railroad track
- "Haves" live on "right" side of digital divide railroad tracks
Colchester can be divided into two distinct areas, the affluent areas where digital access is guaranteed and poverty stricken areas where digital access is limited. This affects students access and therefore their ability to complete certain school work after school.
Solution:
School-funded one-to-one device ratio take-home program!
Issue 2:
COLCHESTER School District SCHOOL BUDGET
Colchester School budget
- Budget normally fails to pass on the first budget vote
- Budget cuts or lack of needed funding
- Technology budget impacted by cuts or lack of needed funding
- Solution for issue 1 is complicated by annual issues around passing the budget
- Solution to issue 1 complicated by budget issues
Due to the Colchester School District budget typically fails to pass on the first budget vote, the technology spending is affected, which impacts the District's ability to fund for example a one-to-one ratio Chromebook take-home program that would enable access to students currently lacking access to digital devices for homework.
Relevant websites
http://www.csdvt.org/main/index.php?page2=pages/budget/left_menu.php&page=p...
http://www.csdvt.org/main/index.php?page2=pages/budget/left_menu.php&page=p...
Relevant websites
http://www.csdvt.org/main/index.php?page2=pages/budget/left_menu.php&page=p...
http://www.csdvt.org/main/index.php?page2=pages/budget/left_menu.php&page=p...
Solution:
- Allow students to bring own devices to school
- Less need for school to purchase devices for each student
- Many students from affluent area have their own devices already
Currently, Colchester Middle School does not let students use certain types of devices to use in school, such as cell phones. The goal for the school is to purchase a device, Chromebook, for each student to achieve a one-to-one ratio. By allowing students to use their own devices, including cell phones, the school needs to purchase less Chromebooks, thus achieves a one-to-one ratio immediately through a combination between school-funded devices and student-owned devices. Thus, a new school policy around certain student-owned devices is needed for this solution.
Issue 3:
parent/guardian lack of technology competence
Reasons for Lack of technology competence
- Lack of education
- Lack of time
- Lack of opportunities
- Lack of resources
There are several reasons why adults do not have the competence to bridge the digital divide and inequality that low-income families are facing that affluent families might not face. Many low-income families work two jobs to make ends meet, thus have no time for technology education. They might also lack formal education where technology was applied as well as lack resources such as money to pay for technology education, as such courses are typically offered for a relatively large fee.
Solution:
Offer relevant technology classes free of charge to parents/guardians with children in the Colchester schools on various days and times.
Curveball
Digital access does not guarantee learning and high test scores
Information and communications technology (ICT)
Development index
PISA
Global rankings
NEAP-TIMSS
Sweden ranks well behind Singapore, Finland, Canada and the vast majority of the U.S. states in Math and Science according to the National Center of Educational Statistics
In 2000, Sweden was ranked around tenth in educational performance among OECD-countries. Since then, Sweden has on average fallen behind 2.3 countries per year until 2012 when the country was ranked around number 38. There is no indication that this trend is changing. Instead, the trend appears to continue beyond 2012 until today and beyond.
The great Paradox
- Swedish students average 39 minutes online in school per day
- OECD-average for students is 25 minutes online per school day
- Swedish students spend significantly more time online per day in average than students from other OECD-countries
the great Paradox continued
- Despite Sweden being top ranked in world in ICT, Sweden ranks low in OECD in math, science and reading as well as in TECHNOLOGY COMPETENCIES!
- Sweden is ranked last in OECD in terms of making improvements in education despite ranked highest in terms of student digital access and time spent online
the great Paradox continued
- Great digital access, resources and technology priorities do not necessarily lead to great educational outcomes
Lessons Learned
- “Any teacher that can be replaced with a computer, deserves to be.” – David Thornburg
- “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” – Bill Gates
Lessons learned continued
- “There can be infinite uses of the computer and of new age technology, but if teachers themselves are not able to bring it into the classroom and make it work, then it fails.” – Nancy Kassebaum
- Summary: technology cannot replace great teachers and great practices!
Classroom Connection
- Digital divide/inequality is reality at CMS
- Offer students additional opportunities during and after school day to access technology such as recess, lunch, clubs and daily schedule
- Above individual opportunities decrease digital divide/inequality and show commitment to individual as per AECT Code of Professional Ethics.
