Are we addressing the digital divide? Issues, access, and real commitment.

Not long ago, I remember the joy in my 3rd-grader's voice as he looked ahead to the benefits of getting a laptop for 4th grade. He waited with much anticipation for the school-wide "Open the Box" party and listened attentively as the teachers and administration discussed the "Acceptable Use" policy that would be implemented. His school had implemented a laptop program for 4th-, 5th-, and 6th-graders in preparation for changes that were planned for the feeder middle schools. I recall wondering if this change would be really beneficial in supporting the curriculum, and if the teachers / students would notice any significant change. Moreover, the thought crossed my mind as to whether "non-laptop" students his age were missing out on something.

The term "digital divide" emerged in the mid-1990s (Kaiser Family Foundation, 2004) to describe "the gap between those who have 'ever' and those who have 'never' used a computer or the internet" (p. 1). In time, we have seen this term evolve, and become even more relevant, as more school sites, libraries, and public places gain access to the Internet. The current definition of digital divide still focuses on "the disparity between individuals who have and do not have access to information technology (IT)" (Eamon, 2004, p. 91). Yet, the latest research and most current platforms have documented the fact that the digital divide is "a host of complex factors that shape technology use in ways that serve to exacerbate existing education inequalities" (Warschauer, Knobel, & Stone, 2004, p. 584).

No doubt we have come to a point in time when it is virtually impossible to ignore the need for technology in education. Laptops, scanners, DSL access, portable files, digital pictures, smart boards, etc.--these conveniences surround us and enhance our curriculum incredibly ... or do they? The availability of so many powerful choices raises some questions: How much is too much? What issues must be discussed/resolved prior to committing the necessary resources? School systems struggle to provide appropriate access to all educators and students, but it is evident that some type of digital divide does still exist in the United States, and some obvious needs must be addressed in order to provide better access to technology.

Need for Commitment

All of the parties involved in the process must make a commitment to provide better technology access to all populations. Administrators must emphasize the benefits of employing technology. Teachers must understand the need for incorporating technology into their daily experiences in meaningful ways. Students must commit to learning and employing technology in appropriate ways. Parents must be willing to support the changes and the need for access to technology at home as well.

In a recent article for the Distance Education Report, Catherine Stover (2004) describes the Orion Project in El Paso, Texas. The project currently links 100,000 students, from kindergarten to graduate school, on a high-speed Internet network, with the ultimate goal of closing the digital divide in El Paso. What is remarkable is that the Orion Project not only offered technology to students at all levels, they also recognized that success hinged on obtaining everyone's commitment to providing all the necessary resources. "Projects like this do not start with a telecommunications link agreement ... they grow out of a history of cooperation" (p. 3).

Several recent articles, written by those who understand the pitfalls that exist when beginning a new technology endeavor, have addressed the important issues that must be resolved prior to implementing a technology program at any school site or district (www.techlearning.com). Domenic Grignano (2004) offers 12 Tips for Launching a Wireless Laptop Program, based upon his experiences as the technology director for a Connecticut magnet school that served as a federal government test site. Grignano emphasizes that no successful technology project can exist without the commitment of those who are involved in the challenge.

Need for Updated Resources

Of utmost importance is the need to keep current with technology. Data from the past decade indicate an increase in technology use across all socioeconomic levels (Kaiser Family Foundation, 2004). However, many of these surveys merely ask if a computer is in the household, or if access to the Internet is available. A positive response does not necessarily equate to a good quality of access. The computer in the household may be over five years old, or the Internet access may be a slow dial-up connection, or the software may be of poor quality. No matter which side of the digital divide you are on, it is fair to say that keeping resources updated is always going to be a concern.

In education, this means that an investment in technology is going to have to be long-term. If a school is considering a laptop program with wireless access on campus, they must be prepared to study the implications. The laptop company is going to design lighter, faster, and more updated laptops with each academic year. The school or district needs to ensure that a committee will review the latest offerings in technology in order to keep the program current. Incoming 4th-graders might have a newer model than the 6th-graders, but the models will need to be compatible for teachers working with the students. If parents make the initial investment in the hardware, they need to recognize that the laptop may need updating within three years. Likewise, a school purchasing desktops must consider models that are supported by corporations that are willing to update their products periodically.

Warschauer et al. (2004) identified three overall patterns of technology access and use: "performativity," "workability," and "complexity." Performativity focused on the actual performance of the student--the end product--which often meant that teachers focused on a student's ability to complete a technology task without making a connection to the original learning outcome. This can easily happen at a school site where technology is outdated--students spend an inordinate amount of time in the preparation stage of the project, and the focus suddenly shifts to technology issues and detracts from the original learning goal. Second, Warschauer et al. noticed a pattern of "workability" issues. Teachers expressed genuine concern as to whether or not they could rely on the technology they planned to use. Some teachers in the study often found that technology made their workload much more complicated because of the need to consistently back up data or because of unreliable equipment. Finally, they noticed a pattern of "complexity" that often overlapped with "workability" issues. Given the current trend towards high-stakes testing, the teachers said they needed to focus on test preparation and not on the use of technology. Furthermore, teachers found it difficult to assign technology-related assignments while having to consider students' varied levels of home computer access, not to mention the needs of English language learners. This study highlights the fact that updated resources make a huge difference at school sites, and that they affect every level of technology access and use.

Need for Teacher Training and Support

Without the proper education and support, teachers will find it very difficult to employ technology in their classroom settings. Although most teacher preparation programs require some technology competence to satisfy state certification requirements, few programs include specific training on how to incorporate the latest equipment in relation to the grade level objectives to be taught. For instance, although PowerPoint is becoming increasingly popular at different grade levels, it takes rime and training to comprehend how this piece of software can support curriculum and not detract from the original goal. Each and every day, new versions of software and hardware are emerging and a school system cannot expect teachers to stay current unless they provide appropriate training.

If you have the rime to attend national or international technology conferences, you will discover that the presentations can be simultaneously exciting and mind-boggling. The changes and improvements provided by technology are incredible. "Smartboard" provides teachers with a new flexibility that brings technology to life. Yet, how many teachers could implement this new technology without significant practice and technology support throughout the initial implementation phase? I have seen firsthand the growing pains of a small elementary school. Resources had to be available quickly to support the process. Ultimately, this school hired a technology consultant to handle technical issues with the laptops and provide support for teachers hoping to learn more and try new things.

If this is what the future has in store for education, institutions of higher education would be wise to take note. Degrees in educational Computing and technology are wonderful for individuals who are seeking consulting positions or who wish to head a program. However, it is the teacher preparation programs in elementary, early childhood, and special education that must take notice! Teacher educators must not only become aware of schools' technology programs, but also provide the experiences and knowledge necessary to equip prospective teachers to fulfill schools' expectations. At a minimum, we must encourage preservice teachers to seek out professional development as they encounter their specific technological needs. The role of the mentor might be critical here, to continuously remind teachers of the need to engage in lifelong learning. To put it simply, we would not want a doctor operating on us who had not been updated on the latest methods, medicines, and instruments. Likewise, we most definitely should expect that our teachers and professors are reading about and learning the latest methods for appropriate technology integration in our classrooms.

Implications of the Digital Divide

Eamon (2004) addressed the implications of the digital divide and categorized concerns into four main themes: "educational advantages, future employment and earnings, opportunities for social and civic involvement, and equity and civil rights issues" (p. 92).

Educational Advantages: Students who are technologically savvy have significant advantages over their peers. They are ahead of the learning curve, and their focus is more on the objective and not on mundane technological issues, such as how to create a table in Word, how to use the mouse, how to use a search engine, etc.

Future Employment and Earnings: A glance at any recent issue of the classifieds will highlight the importance of IT skills. Employers are willing to pay more if the employee is already technologically trained.

Opportunities for Social and Civic Involvement: People who regularly use the Internet are better aware of opportunities to participate, whether it be in civic activities or on a global scale, thus giving them a voice in current events.

Equity and Civil Rights Issues: Recent studies (Eamon, 2004; Warschauer et al., 2004) have highlighted the fact that technology is often readily available for students in higher socioeconomic groups, while those in the lower socioeconomic groups often are left behind. These equity issues, while serious, and in need of being addressed, cannot be solved overnight.

What To Do If Needs Can't Be Met

Keeping in mind the implications of a widening (more complex) digital divide, it is imperative to focus on what can be done if the needs cannot be met. If a school district cannot meet the need for commitment from administrators, teachers, students, and parents, then the district should consider whether or not the investment is worthwhile. All interested parties must come to the table to discuss their roles in the integration of technology--this ensures a clear understanding of each and every person's responsibility. The stakeholders can make or break the success of a project, and a good leader will not proceed until a firm commitment is secured.

Likewise, if meeting the need for updated resources is not possible, serious consideration should be given to the possibility of postponing the addition of any new technology. Are you ultimately doing a disservice to a student by providing training and experience with a piece of equipment that is no longer used in the workforce? If the IT curriculum transfers easily to the new concepts, then it is worth the investment; however, if the equipment or access is so obsolete that it does not transfer to anything new, then what is the point? Ideally, the company providing technology services to the district would be held accountable for providing a periodical update of the equipment. This would ensure maintenance at a reasonable cost.

Finally, the need for teacher training (and support) is absolutely critical. One cannot expect teachers to know instantaneously how to weave the technology into their current practice. While recent graduates are more likely to be proficient at a minimal level in technology, they may not know how to use the technology to enhance their own instruction. Teacher support can be provided in a variety of ways--workshops, professional conferences, or visits to schools where technology is used optimally. A mentor should be on-site and available to the teachers. Most important, someone with technological expertise should be on campus to deal with the issues that ultimately will arise with respect to "technical difficulties."

It is easy to marvel about where we are headed with technology. The 3rd-grader I first mentioned is now on his way to middle school. It is amazing to see his excitement in the way he approaches school assignments. Spooner (2004) documents that this incredible tool affects even preschoolers--so much so that it might have a significant impact on school readiness that is worth studying. Our society has seen a change in access to computers, but it is time to advocate for a change in the quality of interactions that we are providing. Should we manage to meet the need for commitment, the need for updated resources, and the need for training, then we most definitely will be on to something!

References

Eamon, M. K. (2004). Digital divide in computer access and use between poor and non-poor youth. Journal of Sociology and Social Welfare, 31 (2), 91-112.

Grignano, D. (2004). 12 tips for launching a wireless laptop program. Technology and Learning, 25(3), 37-40.

Kaiser Family Foundation. (2004). Children, the digital divide and federal policy. Available at www.kff.org/entmedia/7090.cfm

Spooner, S. A. (2004). Preschoolers, computers, and school readiness: Are we on to something? Pediatrics, 114(3), 852.

Stover, C. (2004, December 1). Networks for the people: Closing the digital divide in El Paso. Distance Education, 3-7.

Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling:

Deconstructing the digital divide. Educational Policy, 18(4), 562-588.

Lilia C. DiBello is Assistant Professor, Graduate Education and Research Department, Barry University.