Digital access involves the ability of people to participate in the digital world and it is affected by factors such as socioeconomic status, disabilities, and physical location (Ribble, 2015). As teachers use technologies in their classrooms, they must consider whether students are familiar or have access to these technologies.
The Digital Divide:
https://www.youtube.com/watch?v=ncKtc9ktqb8
One important factor that plays an important role in digital access involves socioeconomic status. Although digital technology is increasingly prevalent, mid to lower income families may face situations which prevent or impede their access to these technologies.
Factors that could contribute to limited access include slow internet access, no access to the internet and lack of computers. These factors may affect economically disadvantaged families who don’t have daily access to these digital technologies (Collin, Karsenti, Ndimubandi, & Saffari, 2017). A study conducted by Rideout & Katz (2016) found that 30-50% of those families below the poverty line did not have home access to the Internet. These families did not have computers or the Internet because they simply could not afford them. And while students may have access to mobile phones, access to the internet may be shaky through mobile devices with limited monthly data plans (Collin et al., 2017).
Bridging the Divide
In order to address disparities in digital access, teachers should first be aware of issues of access. According to Wolohan (2016) , teachers can help bridge the digital divide by taking into consideration access, accommodations and basic digital literacy.
- Assumptions and Accommodations
Teachers can avoid making assumptions of access by using a survey at the beginning of the year to find out which students have access to technology needed. For students who do not have access, teachers should provide accommodations and allow students to complete assignments through other means.
- Teaching Digital Literacy
Teachers should make an effort to teach digital literacy especially among vulnerable students who may not have basic skills. This should be done in class, providing students with sufficient time at school to access these resources.
Bibliography
Collin, S., Karsenti, T., Ndimubandi, A., & Saffari, H. (2017). A connected generation? digital inequalities in elementary and high school students according to age and socioeconomic level | une génération connectée? inégalités numériques chez les élèves du primaire et du secondaire selon l’âge et le milieu socioéconomique. Canadian Journal of Learning and Technology / La Revue Canadienne De l’apprentissage Et De La Technologie, 42(5) doi:10.21432/T21K7T
This study examined disparities between digital use among elementary and high school students in Quebec. They found that very few students had no access to technology on a daily basis but those who had no to little access came from predominantly disadvantaged environments. Economically disadvantaged students also used technologies less frequently than the non-disadvantaged participants.This study suggests that while digital use of technology is becoming more predominant but factors such as economic background are still factors.
Ribble, M. (2012). Digital citizenship for educational change. Kappa Delta Pi Record, 48(4), 148. doi:10.1080/00228958.2012.734015
This book contains information on digital citizenship and defines the nine elements students should know. It provides teachers with resources such as scoring rubrics, activities and lessons for each element of digital citizenship. It is a practical resource teachers can use to incorporate digital citizenship into the curriculum.
Rideout, V., & Katz, S. (2016). Opportunity for All? Technology and learning in lower-income families. Retrieved from http://digitalequityforlearning.org/
This website describes a study conducted among low income families in regards to access and digital devices. The study found that most low income families had access to the internet but were still under connected due to factors such as lack of computers and slow internet. Some families access to the Internet heavily relied on mobile data and students were less likely to use mobile data for educational resources as a result. This study was a phone interview and it was conducted solely in the U.S. As such, its results may not generalize as much. However, it highlights some potential issues that may be present that may affect low income families.
Wolohan, S. (2016, April 13). How Teachers Can Provide Equal Learning in a World of Unequal Access. Retrieved from https://www.edsurge.com/news/ 2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access
This article describes the digital divide that affect low income families and suggest ways educators can address this. They suggest that educators should become familiar with families and conscious of any assignments that require the use of technology. For students who may not have easy access, teachers should provide accommodations and also provide information about where to access technology (for example, through public libraries). Finally, teachers should be careful not to assume that students will be familiar with websites and should explicitly go over features of websites.