The digital divide has been characterized as a lack of access, knowledge, and skills in using information communication technology, the information literacy needed for successful participation in today’s information-based economy. Some research indicates that the digital divide is widening between high- and low-income groups. Despite popular characterization of today's students as digital natives "uniformly immersed in sophisticated technological activity," Barron et al (2010) found that eighth graders in their study actually differed widely in the depth and breadth of their computer experience. While many students may have experience with publication of art or literature products, fewer have participated in creative activities such as game design, programming and website development, all of which require more computational effort. Students from higher socioeconomic status, especially those whose parents had higher educational levels where more likely to have access to technology in several settings and use technology as a creative tool.
Research has consistently shown that increased parental and community involvement increases student achievement, especially in low SES communities. Schools can increase interaction between several spheres of influence through use of information and communication technology (ICT) by embracing use of digital communication media including email, blogs, websites, and podcasts in addition to traditional print communications, and thus increase families’ social capital to support children's education (Hohlfeld Ritzhaupt, & Barron, 2010). Communication can be further expanded through use of text messaging, the much maligned robocalls, Twitter, and tools such as Remind101. The now ubiquitous smart phone and iPhone can contribute to the ICT strategy allowing communications as well as Internet use and even access to ebooks. Schools can even allow students to take home digital devices (Hohlfeld Ritzhaupt, & Barron, 2010) to increase families' access to communications; access to computers at home has been linked to improved achievement.
Furthermore, by welcoming parents and family members to use school technology resources for job searches, schoolwork, and personal learning, and offering technology training and support the school can further bridge the digital divide and at the same time build community relationships. However, this holistic, family-oriented technology philosophy can ironically run counter to district, state, and federal policies that limit technology use to current students only. The National Summer Learning Association suggests that schools and program providers can impact the entire community by providing guidance and instruction in using available technology.
Common Sense Media reported in Zero to Eight: Children's media use in America (2011) that students who were in lower socioeconomic status households and had parents with lower educational backgrounds were also more likely than their peers to use more TV and entertainment media technology. This indicates a troubling widening of the digital divide, in which those who have greater access to and experience with informational technology are likely to continue to deepen their skills, while students who have less access will continue to use technology superficially, falling farther and farther behind in technological literacies needed for success in future job and educational pursuits.
Schools and districts can take specific measures to help bridge and even eliminate the digital divide through several strategies. First, administrators can lead in setting expectations that all students, regardless of family circumstances, will use technology resources for their learning and products. Second, developmentally appropriate information communication technology instruction should be provided to all students to help them all develop the same skills for accessing and using resources. Finally, through policy and funding, all classrooms and grade levels should be provided with the same technology tools, and teachers must be provided with sufficient training at all levels to help them support students. Whenever possible, families and community members should be included in the technology planning process to improve technological literacy in the community as well as build community support for dynamic, innovative programs in the school building.
References:
Barron, B., Walter, S. E., Martin, C. K., & Schatz, C. (2009). Predictors Of Creative Computing Participation And Profiles Of Experience In Two Silicon Valley Middle Schools. Computers & Education, 54, 178-189.
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and Family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55(1), 391-405.
Income affects how kids use technology and access knowledge. (2009, November 24). Research in Brief. National Summer Learning Association. Retrieved November 16, 2013, from http://www.summerlearning.org/?page=research_brief
Victoria, R. (2011). Zero to Eight: Children's media use in America. San Francisco, CA: Common Sense Media.
Research has consistently shown that increased parental and community involvement increases student achievement, especially in low SES communities. Schools can increase interaction between several spheres of influence through use of information and communication technology (ICT) by embracing use of digital communication media including email, blogs, websites, and podcasts in addition to traditional print communications, and thus increase families’ social capital to support children's education (Hohlfeld Ritzhaupt, & Barron, 2010). Communication can be further expanded through use of text messaging, the much maligned robocalls, Twitter, and tools such as Remind101. The now ubiquitous smart phone and iPhone can contribute to the ICT strategy allowing communications as well as Internet use and even access to ebooks. Schools can even allow students to take home digital devices (Hohlfeld Ritzhaupt, & Barron, 2010) to increase families' access to communications; access to computers at home has been linked to improved achievement.
Furthermore, by welcoming parents and family members to use school technology resources for job searches, schoolwork, and personal learning, and offering technology training and support the school can further bridge the digital divide and at the same time build community relationships. However, this holistic, family-oriented technology philosophy can ironically run counter to district, state, and federal policies that limit technology use to current students only. The National Summer Learning Association suggests that schools and program providers can impact the entire community by providing guidance and instruction in using available technology.
Common Sense Media reported in Zero to Eight: Children's media use in America (2011) that students who were in lower socioeconomic status households and had parents with lower educational backgrounds were also more likely than their peers to use more TV and entertainment media technology. This indicates a troubling widening of the digital divide, in which those who have greater access to and experience with informational technology are likely to continue to deepen their skills, while students who have less access will continue to use technology superficially, falling farther and farther behind in technological literacies needed for success in future job and educational pursuits.
Schools and districts can take specific measures to help bridge and even eliminate the digital divide through several strategies. First, administrators can lead in setting expectations that all students, regardless of family circumstances, will use technology resources for their learning and products. Second, developmentally appropriate information communication technology instruction should be provided to all students to help them all develop the same skills for accessing and using resources. Finally, through policy and funding, all classrooms and grade levels should be provided with the same technology tools, and teachers must be provided with sufficient training at all levels to help them support students. Whenever possible, families and community members should be included in the technology planning process to improve technological literacy in the community as well as build community support for dynamic, innovative programs in the school building.
References:
Barron, B., Walter, S. E., Martin, C. K., & Schatz, C. (2009). Predictors Of Creative Computing Participation And Profiles Of Experience In Two Silicon Valley Middle Schools. Computers & Education, 54, 178-189.
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and Family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55(1), 391-405.
Income affects how kids use technology and access knowledge. (2009, November 24). Research in Brief. National Summer Learning Association. Retrieved November 16, 2013, from http://www.summerlearning.org/?page=research_brief
Victoria, R. (2011). Zero to Eight: Children's media use in America. San Francisco, CA: Common Sense Media.