Digital Divide Policy Brief

Access, Digital Divide and Special Populations
Policy Brief:

There is a digital divide in almost every school in America. The school could have every possible technological perk, and still experience a divide. How is this possible? Special populations exist in every school that affects student ability to access technology. These populations could result from home or cultural backgrounds, age, personal or religious choices, economic circumstances, or even geographical limitations. However, all schools can lessen the divide among special populations, increase student performance, and provide students with the technological literacy needed to thrive in today’s technological world.

The digital divide constitutes both access to and ability to utilize 21st century technology. Though the internet and computer access gap has decreased significantly, technology in the 21st century continues to grow at an ever increasing rate. For students to be literate in today’s world, they need to understand how to access, analyze, and apply whatever technology may be introduced throughout their lives1. Even if a school can not fund computers for every student, they can teach the students how to utilize the resources available to them and apply solid academic skills to their employment.

Option 1:
Equalize the technology gap by providing substantial access to high-speed internet to all students. Depending on your geographical area, this may be limited to access within the school community. First, special populations will need to be identified in your area. Preference for limited computer resources at school should be given to those students. Remember, equality does not always imply fairness. These preferences should be regarded as scholarships based on need. Regardless of whether you provide personal laptops to each student or increase computer lab stations at your school, students need to have access to computers before and after the ‘official’ school day. In addition to providing access, schools need to equip students with access to personnel able to guide students through efficient technology use1. This position could be similar to a reference librarian. Students who are found to be lacking appropriate knowledge of 21st century skills needed to be shown how utilizing the resources provided can make learning more dynamic and valuable. An after-school program could be created to address any issues needing remediation.
Pros: Students who do not have access at home are provided with access at school. Students are able to complete technology-based classroom assignments before or after school using the allotted technology. Special populations experience less of a technology gap, and will increase scholastic performance. As access equalizes, more focus can be put on academic aptitude.
Cons: As with every program set-up to address special population needs as a group, some individuals will fall through the cracks of the system. Additionally, parents may argue that any access provided to one student should be provided to another. Time an mediation may be needed to explain the steps being taken by the school to minimize the technology gap present. Additionally, students who are unfamiliar with technology will need to be self-motivated in utilizing the technology references provided by the school.

Option 2:
Create a short class or mandatory unit of a class to address effective use of the internet and 21st century technology in order to provide all students with equal technological footing. This could be accomplished by hiring a teacher for a short class that addresses technological skills needed to succeed in today’s professional and academic world. unit in the English class could be mandated to address technological access provided by the school and its appropriate academic use. Teachers would need appropriate time to become familiar with all topics addressed in the course and to create a plan that would effectively implement those items. Alternatively, a
Pros: Every single student is given effective, useful, direct instruction and access to technology and its functions1. Students are directly applying the knowledge provided to an educational assignment. Students are able to understand their needs better and have an increased relationship with a technology expert in order to address these concerns/questions.
Cons: Instructional time must be used to implement the unit plan. Students who are already familiar with the skills being presented may become placid and bored. Removing these students to a more advanced class would not be recommended, as that would continue the digital divide. However, offering these advanced students community service credits for tutoring would be a mutually beneficial option.

1: http://www.nae.edu/nae/techlithome.nsf/weblinks/KGRG-55X72C?OpenDocument