Digital Divide: Mind the Gap

Bridging the Digital Divide by Comcast.

There is a digital divide amongst students of different socioeconomic classes. The divide is due to varying degrees of
access to, knowledge of, and skills regarding technology (Hohlfeld, 2010). This divide is caused by a lack of
resources, knowledge, and training. Lower SES families typically do not have computers, smart phones, and tablets
in their homes, which results in less exposure and familiarity. This lack of technical experience can have a negatively
influence the development of the students (Hohlfeld, 2010), since early experiences with technology results in more
sophisticated and creative uses of digital tools and resources. Moreover, lower-SES students are more likely to have
limited access to peers and adults with digital expertise, resulted in limited training and understanding (Barron, 2010).
Students, especially higher SES students, with a lifetime of access to digital tools are more likely to gain educational
gains from technology due to extended access to educational materials and to experience with devices (Barron,
2010).
As educators, we can help bridge the digital divide by providing access, expertise, and experience to our students.
Schools can increase communication through digital media, like social networking, blogs, and websites, in addition to
forms of print media, in order to reach all families. Schools can ask community members to donate old electronic
devices for students to borrow for home use. By lending devices, schools begin closing the digital divide (Hohlfeld,
2010). Schools can also provide access to resources, like digital libraries and databases, or extend media center
hours to ensure that all families have educational resources. Lastly, schools can provide students and community
members with training courses to help them gain skills and familiarity, since these courses are more frequently
offered in higher-SES schools (Barron, 2010).
In the classroom, teachers can close the digital divide by giving the students access to devices in the class. Instead
of requiring each student to bring his/her own device, teachers can have students work collaboratively and share
devices with their peers, so that there is a 2-1 ratio. Sharing devices will make students who cannot afford a personal
electronic device more comfortable, since there will be no pressure on each student to bring a device. Also, the
collaboration can provide students training by their peers, if they are not familiar with the digital tools. In addition to
sharing devices, teachers can provide students with training in various technical tools and devices. Teachers can
show students digital tools to facilitate and improve their projects, papers, and assessments. By giving one-on-one
instruction or by creating a database of instructional videos, teachers can provide students the opportunity to learn
about and practice with various electronic tools and resources.
I am proud to say that my school has taken part in these methods of closing the gap. By sending out messages via
social-media and newsletters, both print and electronic, we were able to collect a multitude of old electronic devices,
mostly smart phones and mp3 players, for student use. Our media center holds the devices, where students can
borrow them for home use. Through the countys learning management system, the media center has created a vast
digital library of resources for students to access even when not at school. Additionally, our technology experts have
offered courses in coding and other computer programing classes for members of the community in order for them to
gain technical knowledge and skills. Teachers also provide training directly to students by demonstrating various
digital tools and programs for students to use during class projects. In order to ensure that all students have devices
to use in the classroom, the teachers, including myself, have written grants to buy tablets for classroom use. We also
keep class sets of student-response systems to provide students who do not have personal devices. We
acknowledge that not all students have access to the Internet and technology at home; however, we do our best to
close the divide.
It is important to give all students access to technology in order to give students the best education. Technology
facilitates best teaching practice that have been around for ages like engaging learners, creating meaningful lessons,
providing communication, creating individualized learning, providing frequent feedback, using collaborative learning,
summarizing knowledge, and creating connections. The use of technology in the classroom enables students to be
active participants in their learning. Lessons are student-centered and authentic, which results in more active and
engaged learners. Technology expands students education by giving them access to broader and deeper information
and by expanding the audience. Students are able to communicate and collaborate with people beyond the

classroom walls. It can give students a way to voice their thoughts and construction their own understanding in the
method that they learn best. Students can pursue their interests while incorporating multiple intelligences. Creativity,
collaboration, and constructivist learning has been made easier through technology. Technology enables teachers to
easily individualize and adapt their lessons to the varying interests and need of the of their students. Digital tools, like
blogs and social media, can make it easier for teachers to communicate with parents and students about the activities
in class. Teachers can quickly assess and provide instant feedback to their students through digital assessment
tools, like Plickers, student-response systems, and online quiz-generating sites, like Quia. Teaching is more than just
delivering information; it is creating life-long learners and critical thinkers with the tool necessary to thrive in a digital
world. Technology helps educators achieve this goal.

Resources
Barron, B., Walter, S., Martin, C.K., Schatz, C. (2009). Predictors of creative computing participation and profiles of
experience
in two Silicon Valley middle schools. Computers & Education, 54(2010), 178-189.
Hohlfeld, T., Ritzhaupt, A.D., Barron, A. (2009). Connecting schools, community, and family with ICT: Four-year
trends related to school level and SES of public schools in Florida. Computers & Education, 55(2010), 391-405.