Digital Divide

After having read the article on “digital divide” I remembered the time when I studied at the university in Russia. About seven years ago the technology was not well-developed as it is today. My professors often gave assignments to do on a computer, including writing research papers and presentations. Neither my peers nor I had a personal computer, let alone an access to the Internet. There was a computer laboratory at the university with about thirty outdated computers with slow Internet for more than 300 students. I remember how I felt frustrated to find a computer and have my assignments done on time. That made me feel so helpless. I totally understand how children with fewer opportunities to access technology feel disadvantaged.

            Nowdays it is unfortunate that there are students who still do not have access to technology. Furthermore, even though others have, the quality of access is low. We cannot assume that students who have the Internet at home with good connection to those who get information through cell phone equal.  The issues of the “digital divide” shifted from access problems to kinds of access. What could be done to help disadvantaged students with regard to technology issues? I believe that first of all teachers need to be aware what type of access their students have before assigning any work that has to be done using technology. If a teacher knows that this particular child does not own a computer, and he has to go to the library to use one, than this teacher has to be flexible and take actions together to solve a problem. The article on “digital divide” offers other solutions. Libraries should stay open. Schools can provide access to the labs after school, Comcast can offer low prices to access the Internet. These are some of the ways to solve technology issues, but not all.

            It is also unfortunate to know some urban schools use technology for drilling information rather than as a tool for broader learning. For instance, Hatch Middle School spend millions of dollars to by software programs to prepare students for standardized tests, instead of spending money on hiring high-qualified teachers who could help full use of technology. In contrast, effluent districts consider technology as an aid to support the goal to find information, gain new knowledge. “There is no substitute for quality teaching,” says Susan Patrick, the department director of educational technology. Here “digital equity” takes an essential part. Teachers need to be aware of technology resources, provide contents that are culturally relevant and connected to their community. It is not enough just to put a computer in front of a student, it is vital to take into consideration “digital equity”.