Working With Digital Divides

Information is so readily available now; the internet is such an expansive, global, networking system that provides a variety of information and facilitates the communication of new innovations. This information is also easily accessible—We have a world of knowledge at our fingertips. Whenever someone asks me a question, my go to colloquialism that speaks to the availability of information is to say: “If only we had some kind of device, that we could look this up on!” That said, it is also important to keep in mind that there remains a gulf between those who do indeed, have ready access to computers and the internet, and those who do not.

There are three levels of digital divide: (1)access, (2)range of activities and skill development for diverse web-based tasks, and (3)range of social activity and skills. It is important that educators keep all of these digital divides in mind when they prepare activities or assignments for their students. In order to avoid potentially marginalizing certain students, we can provide consistent alternatives for particular activities that continue to assess and promote students’ learning while ensuring that each student is provided the same opportunities.

Examples

1. We can probably argue that the majority of students bring their own devices into the classroom, whether that be a phone, tablet, or laptop. But, “the majority” is not “all” students. If you know that students will need to use a device throughout a particular lesson, you can ask students to make sure to bring their own device to class but be sure to have chrome books or other appropriate technology available for those students who might not have a portable device.

2. When it comes to assignments, most teachers expect submissions to be typed and printed, double space, twelve point font! While students who do not computers at home can access a computer at school, or through their public library, allowing students to submit hand written material may be another solution. If printing their submissions is the issue, allowing students to submit their work via email, can be another solution.

3. Bring in hands-on material — When I was teaching students how to write a news paper article, I asked them to look up different articles online. For those who did not have a devices to browse the internet with, I had chrome books available. I also brought in a variety of news papers that students could look through because, when I first started teaching this particular section of the unit, many of my students admitted to not having ever picked up a real news paper!