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What is Digital Divide?
Transcript of What is Digital Divide?
What is Digital Divide?
The term "digital divide" refers to the gap between individuals, households, businesses, and geographic areas at different socio-economic levels with regard to both their opportunities to access info and communication technologies (ICTs) and to their use of the internet for a wide variety of activities.
Prensky (2001) expresses his amazement that the debate on education standards in
the US, and for this we can read many Western education systems, has not taken
into account the fundamental fact that, in a digital world, the students themselves
have changed. He argues that this change is fundamental and not incremental, a
matter of substance and not style, resulting in a discontinuity that could be likened
to a paradigm shift in scientific thought which results in a new direction for any
science. He argues that this immersion in digital worlds means that the current
cohort of students, and those that will follow them, think and process information
in fundamentally different ways from those that have gone before, and this includes
their teachers. For example, teachers are serial thinkers as befits those of the
book-age but students parallel process and multi-task with a digital desk top
allowing both a range of resources and a range of information modes, audio,
textural and graphical, to be accessed at the same time. Such students are more
graphically orientated than those of us brought up under the hegemony of the
word. Given the choice, such students produce multi-modal presentations rather
than an essay to express their thoughts and arguments. These are not the skills
appreciated by teachers and other adults, indeed they are not the skills we test
formally in many education systems where the essay is still the favored mode of
Conclusions to solving the Digital Divide.
Have computer time available before, during, and after school to students.
Let students use the Internet to complete assignments and become more familiar with using technology to research.
Teachers should carefully demonstrate on interactive whiteboards.
Children can learn from watching, how to access and best use of online resources.
Educators and learning institutions can help bridge the divide for these less technologically fortunate students while they are in school by giving access to computers.
Providing many opportunities and available resources to advance learning in students ability to use technology.
Closing the Gap
In 2011, the FCC announced its
“Connect to Compete”
program, which helps families who are eligible for the National School Lunch Program to receive broadband Internet for a much discounted per-month rate. Connect2Compete (C2C) is a national
bringing together leaders from communities, the private sector, and leading foundations. Through its programs and the power of technology, C2C will improve the lives of Americans – regardless of their age, race, or education level. C2C will help Americans access technology through Digital Literacy training, discounted high-speed Internet, and low-cost computers.
Connect to Compete
In danger of being left behind technologically.
Less opportunity to take part in our new information-based economy.
Lessens ability to link powerful ideas and models, and new ways of working through technology based programs such as prezi, this is through teaching and assignments for students.
Consequences on Teachers and Students
Did You Know?
100 Million Americans: do not have access to the internet at home.
80% of Fortune 500 companies require online job applications.
85% of teachers seek out their own opportunities to learn new ways to effectively incorporate digital tools into their teaching.
Implications for students and tutors
Digital Divide still Exist
In England, both academics and teachers have expressed doubts about the
quality of English used when sending such messages, as they tend to be in an
abbreviated form.Texting is seen as an impoverishment of the language rather than
an addition to its richness. So, in my own department, students are forbidden to
use text language when contacting staff.The chasm between teacher and taught is
well recognised. In a study by Underwood, Dillon & Okubayashi (2003) of English
and Japanese students’ use of text-messaging language, we found differences in the
nature of the language used between peers compared to that used between students
and adults, whether family of tutors. While students readily used an abbreviated
text language (e.g. Cu l8 m8 — See you later mate) within their peer group,
when communicating with both parents and with their tutors language became
more formal, using standard grammatical structures without commonly used
abbreviations such L8 for late. This move was partly a response to what was
deemed appropriate, particularly for the Japanese students, but there was also astudent perception of tutors and parents being unable to understand or engage
with the ‘new’ language.
Digital Divide Video