The Digital Divide
Published on Nov 20, 2015
A discussion of the digital divide and inequality in a suburban Connecticut town.
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PRESENTATION OUTLINE
The digital divide is the inequality in access and usage of technology between different parts of the world
Digital inequality is the differences among people who access technology and the ways it is accessed.
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Inequalities in CT
- Usage
- Socioeconomic access
- Affordability
These inequalities are common between districts within the state of Connecticut. I have found them to be particularly prevalent in the suburban district at which I work.
There are inequalities and a divide in the type of usage between different classes and groups of people in my district. There are inequalities in access to different technologies and the amount of access to technology based on the major socioeconomic divide within my district.
There are also inequalities in affordability of technology that is also related to the socioeconomic divide.
There are inequalities and a divide in the type of usage between different classes and groups of people in my district. There are inequalities in access to different technologies and the amount of access to technology based on the major socioeconomic divide within my district.
There are also inequalities in affordability of technology that is also related to the socioeconomic divide.
Using an iPhone is not the same as researching on a computer.
Usage
- Technology usage should be equal from family to family.
- All families should have access to the same devices and tools.
- All people should be able to use technology in a multitude of ways.
In my district, there is a major divide in the amount of technology available in each family and the ways that each family uses technology.
Some families utilize technology for work, school, and recreational usage. Other families only utilize technology in minor ways. For example, they only use cell phones or computers at the public library for access to the Internet every once in a while.
Some families utilize technology for work, school, and recreational usage. Other families only utilize technology in minor ways. For example, they only use cell phones or computers at the public library for access to the Internet every once in a while.
Photo by hugoespinozas
Home vs. School
- There is also a large difference in the usage of technology at home versus at school.
- My district uses technology in schools very often but has a large discrepancy in home usage.
Our whole district is 1:1 with Chromebook devices grades 3-12 as of January 2015 and grades K-2 have enough devices for all students to utilize technology for at least one hour every day.
Our teachers are encouraged to teach with technology as often as possible.
However, most of the students do not use similar (if any) technology at home. Often students only have access to their cellphones or iPods at home--a small screen primarily for social contact and games. They are not using technology for educational purposes for a large portion of their days during the school year and not at all during the summer months.
Our teachers are encouraged to teach with technology as often as possible.
However, most of the students do not use similar (if any) technology at home. Often students only have access to their cellphones or iPods at home--a small screen primarily for social contact and games. They are not using technology for educational purposes for a large portion of their days during the school year and not at all during the summer months.
This is a state with some of the wealthiest and poorest people in the country. All within 40 miles of one another.
Socioeconomic Access
- The people in my town are greatly divided socioeconomically.
- This divide affects the access to technology devices and software between different socioeconomic classes.
"People with an annual household income less than $30,000 are among the group least likely to have access to and use the Internet. Seven out of ten people with an annual household incomes between $30,000 and $49,999 go online."
http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Dig...
According to a survey conducted by the Pew Internet & American Life Project, poorer families and households use less technology. In my district, these families do not have home computers or gaming systems. There is an inequality in their ability to use technology on a regular basis because other families in my district have an annual income of over $70,000. The families with a higher income have regular access to technology at home and are able to use technology more frequently and with more variety.
According to a survey conducted by the Pew Internet & American Life Project, poorer families and households use less technology. In my district, these families do not have home computers or gaming systems. There is an inequality in their ability to use technology on a regular basis because other families in my district have an annual income of over $70,000. The families with a higher income have regular access to technology at home and are able to use technology more frequently and with more variety.
Photo by classic_film
Money rules the world... and our technology.
Affordability Divide
- There are two options for Internet access in my district: satellite dish or broadband internet
- The difference in price between these two types of internet is incredible.
- Many people in my district opt for less reliable internet due to cost. The Internet is also the first cost to cut when the budget is tight.
Many of my students' families constantly lose and gain access to the Internet depending on their economic standing. They are constantly moving (and even homeless) and do not have reliable access to the Internet because of the incredibly high cost of broadband or satellite access.
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There is even a large divide between Internet speeds and capabilities within each of the two companies that provide Internet to our district.
These problems have complex solutions.
Fixing the Problems
- We are currently applying for a grant to deploy Wi-Fi hotspots throughout the town.
- We are also looking into public computer labs throughout the town as well.
These hotspots and labs will give people of all ages more regular access to technology. They will not have to travel as far to the public library and there will be more devices to use so people will not have to wait in line for a device.
Company Control
- Fixing the affordability issues is more complex.
- These companies have a monopoly and can control their rates accordingly.
- We could work with the town to teach families to maximize their Internet access and packages.
Socioeconomically Divided
- The socioeconomic issues in my town cannot be changed, but we can teach families how to budget and how to maximize their usage of the Internet.
We can encourage families, especially our students, to use the Internet outside of school in order to maximize their continued learning. This will hopefully encourage our families to continue growing and striving for a better life and socioeconomic standing.
I cannot teach with technology without teaching about technology.
I must consider the digital divide and inequality within my district when I create lessons and advise other teachers in creating their lessons.
Not all students can access technology consistently. We cannot give homework that has to do with technology without considering the amount of time a student may need to find access to technology.
I must also be sure to teach all students how to utilize the technology software and hardware that we are working with because not all students have the same familiarity and practice with technology.
Not all students can access technology consistently. We cannot give homework that has to do with technology without considering the amount of time a student may need to find access to technology.
I must also be sure to teach all students how to utilize the technology software and hardware that we are working with because not all students have the same familiarity and practice with technology.
Practice makes perfect and students must practice.
Each student must be given a similar amount of access and practice with technology before being required to use the technology for part of their grade. We cannot rely on home practice and parental support--the parents in my district do not have an equal amount of practice with technology either. Some parents have never used a computer while others work at major technology companies.
Photo by garryknight
