Online Learning and the Digital Divide: Benefits and Cautions

In 2003, the U.S. Dept. of Education reported that 317,000 students took online courses.  In 2015 that number jumped to 2.7 million students and continues to grow.  Different schools use online learning for different reasons:  some for enrichment, some for variety, and some simply to meet essential skills where teachers are simply not available.  It is this third case that is most relevant to equity and digital divide issues.  In rural Mississippi, students take AP Physics classes from an instructor hundreds of miles away.  In rural Oregon, students learn Spanish from a teacher who appears digitally while a proctor facilitates the classroom.  In suburban and urban areas across the U.S., districts employ online coursework for a variety of reasons, with a big push to use digital coursework to make up academic credit.

For small schools -- particularly those in rural areas with few students and staff -- online learning can mean opportunity.  Subjects that could only be taught at large urban and suburban schools can now be accessed from afar.   This can be a game changer with respect to equity and online learning can provide opportunities that were inconceivable just a few years ago.  Additionally, online learning can offer several advantages:


A.  Convenience -- the resources are available from anywhere and at any time.

B.  Independence -- in some cases, students can set their own hours of learning.

C.  Variety -- districts can expand their course offerings to match student need and interests.

Despite these benefits, there are certainly cautions as well:

A.  Lack of human interaction -- many high school online courses rely on reading and test taking formats with no human interaction.  The lack of consistent teacher feedback can be a barrier to those students who very well might need consistent interactions the most.   Although these types of courses might meet the needs of some students, many students experience perceive them as drudgery.

B. Lack of ownership -- when districts purchase online courses, they give up lack of control and over content and instruction.  Some courses might be a "general" fit, but the static course does not allow for adaptability. 

C.  Lack of connectivity -- when districts rely on online materials and instruction without planning for home connectivity, it is the poorest students who might end up having the least access.  

D.  Lack of Data -- currently, the data doesn't always support the efficacy of online learning, and some providers have been accused creating lackluster courses motivated mainly by profit.

E.  Cost -- in many instances, online work can cost more as a supervising teacher is working with fewer students and the district still has to pay the content provider a fee for their service.

As outlined in a Hechinger Report article, online learning does have potential.  It can provide opportunities for advanced coursework where opportunities never existed, and this is especially true for students in rural areas.  However, districts must exercise due diligence in vetting coursework.  When there is a live teacher involved in the online learning process, the potential for student engagement and deeper learning is much greater.   With respect to the digital divide, districts must also consider connectivity issues for all students.   Otherwise, implementing coursework that requires home study for students who don't have internet access will magnify inequities and set students up for failure.

Homework Misconceptions and the Digital Divide

At a recent conference session where participants were discussing the digital divide, one thoughtful educator wondered if we were asking the right question.  From his perspective, the crux of the problem wasn't necessarily connectivity but rather if homework should be issued at all.  If no homework was issued, then perhaps students wouldn't need connectivity in the first place!  We then had a thoughtful discussion about some the soul crushing types of homework assignments that are common in most schools: 

• 30 problems that are testing the same skill, even if the student already has mastered the skill after the 4th problem
• Worksheets related to a reading with basic questions, just to prove that the reading was "read".
• Any work that never gets any feedback from either the teacher or fellow students.
• Irrelevant tasks that students (and staff) characterize as "busy work".
• Excessive homework demands (sometimes 8 hours or more in high school).

Indeed, there are many poor homework practices found in our schools today which need to be reformed.  However, does this mean that all homework is worthless?  The research is fairly clear that homework timing/spacing as well as the type of homework given play a pivotal role.  A recent Psychology Today article points out that there needs to be a balance between home life and school, and other research advocates for 1.5 and 2 hours of homework a night for high school students instead of the 3-6 hours that is often assigned.   Note that this is 1.5-2 hours total, not per class!

Here are some key tips for educators when considering homework -- especially at the secondary level:

• "Set work that’s relevant. This includes elaborating on information addressed in the class or opportunities for students to explore the key concept in areas of their own interest.
• Make sure students can complete the homework. Pitch it to a student’s age and skills – anxiety will only limit their cognitive abilities in that topic. A high chance of success will increase the reward stimulation in the brain.
• Get parents involved, without the homework being a point of conflict with students. Make it a sharing of information, rather than a battle.
• Check the homework with the students afterwards. This offers a chance to review the key concepts and allow the working memory to become part of the long-term memory."

How homework relates to the digital divide

Some homework is poorly conceived and poorly executed.  Mind numbing exercises that aren't meaningful and that are perceived as busy work really don't serve a legitimate educational purpose.  However, homework and extra opportunities to practice and learn new skills are important and can certainly benefit students.  Additionally, collaborative assignments, class online discussions, peer reviews, adaptive practice, immediate feedback opportunities (an adaptive google form, a quizlet, a goformative etc.) and engaging assignments that provide  choice all can play a role in fostering deeper learning and mastery.  

The argument that we can solve the digital divide by simply not assigning homework seems good at first, but in the end it deprives students of extra opportunities.  Additionally, completing online practice and work and acquiring digital citizenship and tech skills are vital.  If we don't provide students of poverty with these opportunities, we limit their chances for future success in our increasingly digital world.  Middle and upper class students will find these opportunities regardless of what teachers do.  In addressing the digital divide, then, educators must reflect on the types of homework that they give and continue to advocate for students who don't have consistent access at home.  Not assigning any homework as a way to solve the digital divide is not a long term systemic solution.   Rather, it is an easy response to a complex and nuanced challenge.

Overuse and poor use of technology: a new aspect of the Digital Divide

As school districts across the country upgrade networks and integrate more technology, the divide in digital devices is decreasing, although is some districts serious inequities still about.  (www.digitaldivide.com)    With that said, educators are beginning to take note of a new trend:  a digital use divide.  Previously, the digital use divide seemed to revolve around access time, with wealthier students having more access at home while students of poverty had less access due to a variety of economic factors.   Now, though, the quality of digital use is coming into question.  Interestingly, recent studies have shown that lower income children often spend more time with technology as it has become a type of "digital baby sitter" for parents who have to be out of the house for extended periods of time.   A recent survey from Common Sense Media discovered that " that low-income parents sat their young children, from birth to age eight, in front of a television or a computer screen for 3 hours and 29 minutes a day, on average. That's almost double the 1 hour and 50 minutes of daily screen time that the typical high-income child has."  U.S. News Article on Digital Divide.  

This observation screen time and media usage has profound implications for educators.  Technology use is not going away in the modern world and students need to be well versed in order to be prepared for life after school.  The solution is not taking away technology.  Rather, educators need to develop and/or renew a focus on digital citizenship.   Often seen as an "add on" consideration in many districts, it really does need to be addressed intentionally.  Most of our students have not had a formal in depth instruction on digital citizenship.   Although many students get some instruction at home, many of our high poverty and immigrant families do not have the background to do this.  In fact, research has shown that it is often students who are teaching their parents about technology.  This landscape necessitates a formal and deliberate approach to teaching digital citizenship.

www.digitalequityforlearning.org This means not only teaching specific digital citizenship skills across the curriculum, but it also means communicating (and teaching) parents as well.  Most report cards and online grading platforms do not communicate any information on digital citizenship skills and the appropriate use (and overuse) of technology.  While organizations like Common Sense Media are playing an important role in educating families, schools and school districts must also participate in a systemic manner as well.

Redefining Connectivity in small town America and the masking of the digital divide

At a recent trip to a small town on the Oregon Coast, I was sitting in a restaurant and overheard a nearby conversation about connectivity.  4 locals (that was my impression anyway) were talking about their cell phone reception in certain parts of town.  Most agreed that the most expensive carrier in town (Verizon) offered the best coverage.  The discussion then moved on to the geographical challenges of every other carrier and where they received the best reception.

This discussion, remember, is simply about cell phone reception.  It is a fairly common discussion that occurs in small town America on a frequent basis.  In general, though, discussions of cell phone reception and of wireless broadband have been two distinct discussions.   People can certainly use their phones as very slow hotspots, but this type of connection has never been classified as broadband connectivity.  Indeed, some students use phone connectivity to do some research, but this type of work is often limited by speed and data costs.

In a few weeks, though, the FCC will be voting to reclassify some types of cell phone connectivity as broadband.  Although this might not seem that significant, it can/will have a potentially severe long term impact that will mask the digital divide for years to come. Deb Socia, the executive director of Next Century Cities, a coalition of municipalities aimed at expanding local broadband access, observes that "it seems antithetical to all the other efforts we’re doing. “I spent a good part of my life as a teacher and a principal. If I had a classroom full of children that included a lot of failing students, I wouldn’t change my standards [to increase the number of passing grades,] I’d change the intervention.”  (The FCC's Next Stunt: Reclassifying Cell Phone Data Service as 'Broadband Internet')

Redefining connectivity in order to show that people have connectivity when they really don't is poor public policy.   The vast majority of Americans might not notice this change or care all that much as it doesn't affect them directly.  If a household already has access to high speed broadband, then a reclassification of cell phone plans as broadband might not matter.  However, if you listen closely to conversations about connectivity in smaller towns, you might be surprised at how difficult being connected (through broadband and/or cellphone) can be.

Skilled Teachers: A Critical Part of Bridging the Digital Divide

Skilled Teachers:  A Critical Part of Bridging the Digital Divide

A few years ago, a discussion of the digital divide centered first around devices and then about access.  Schools with few devices worked to find ways to add to their computer labs, and today many districts are moving to class sets of devices for each classroom,  mobile computer/ipad carts, expanded computer labs, or a 1 to 1 device per student implementation.  As districts purchase more

technology, many realize that their wifi infrastructure is inadequate and cannot handle the increase traffic from school and student devices.  When the infrastructure is inadequate to begin with, districts scramble to figure out how to increase bandwidth as well as security.  Great strides are being made in this area, but much work remains to be done -- especially in some financially strapped rural and inner city districts.  In general, an emerging definition of digital equity involves access to devices, access to broadband, and access to consistent opportunities to sharpen skills within in the classroom.

What is fast becoming a critical part of the digital divide//digital equity equation, though, is teacher training.   There are certainly superb examples of technology use in most schools where teachers and students are using devices to transform classrooms into a dynamic and collaborative learning environment.  However, these examples are often the result of a skilled teacher who is willing to experiment and innovate with technology.  This means going beyond assigning online worksheets or drill and kill tasks and providing technology uses that engage and foster higher level thinking and collaboration.

The great challenge, though, is teaching educators how to use technology in transformative ways and to do this in a systemic manner.   This doesn't mean that all teachers need to teach in the same way.  Efforts to mandate uniformity seldom succeed.  However, there should not be vast differences in tech use within the same grade level at the same school, or within the same grade levels at schools in the same district. 

Districts throughout the U.S. have found out that implementing technology without adequate training leads to both wasted money and wasted opportunities.  When new chromebooks or ipads gather dust in a back of a classroom because a teacher isn't sure how to use them effectively, everyone loses.  Devoting money and personnel for professional development and tech mentoring in a systemic manner is critical.  In the end, technology can magnify both good teaching and bad teaching.  Figuring out how to support all teachers (and not just applaud the few great examples of tech use within a district) is critical in providing a quality and engaging education for all students.  A district can have access to devices and adequate connectivity, but without a district wide focus on training teachers in best practice, digital divides will continue to appear.

Starting School and the Digital Divide in Classrooms

Starting School and the Digital Divide in Classrooms

In many classrooms, teachers don't start realizing internet home access challenges until October or November when online work for specific students is spotty or non-existent.   It is easy to assume (like I did) that students were not just academically inclined or had poor organizational skills and that was why they weren't able to complete projects/research/peer editing/blogging/presentations at home.

An "Aha" Moment

Alex was a typical 9th grade World History student.  He was full of energy and excited about starting high school.   He wasn't a perfect student, but he participated in class and worked hard.  Alex was a relatively quiet student, but he enjoyed opportunities to engage with his peers.   In mid October, I had assigned a group project (which had many different options) on early civilizations.  Students were randomly assigned into groups and students developed a work plan for their overall project.  Much of the project was accomplished in class, but groups delegated tasks to be done at home as well.

After several class periods, Alex's group members came to me privately and complained that he wasn't coming to class prepared with his part of the project.  I checked in with Alex and he initially said that he would get it done.  He worked hard in class, but unfortunately he did not accomplish any of his electronic work outside of the class.  (Note:  we are a 1 to 1 school so Alex at had chromebook to take home).   After another class and another disappointment, Alex finally mentioned that he did not have access at home.   As an educator, I felt somewhat ashamed that I had not picked up on this earlier as I could have worked on strategies with Alex (and a few of the other unconnected/underconnected students in my class).   I had attributed a lack of digital homework to other issues like disorganization or developing academic abilities.

New Start of Year Routines

For many 9th graders around the country, admitting that you don't have home internet access can be difficult.   Additionally, many students might say that they do have internet access (perhaps a parent's phone, their own phone, or a local store/library with wifi access) but don't have broadband at home.  Interestingly, school information systems have a wide variety of in depth information on families but don't have a field that details connectivity.    The best time to find out the status of your students, of course, is at the very first week during ice breaker and classroom culture activities.   A few simple questions can provide a lot of insight into how a teacher can approach lesson planning and providing opportunities for students to succeed.  A simple survey (click here) can accomplish this efficiently.  A survey that addresses both hardware and levels of connectivity is best and can be given alone or integrated into a larger class survey.   Whether your school is affluent, mixed, or high poverty, knowing the connectivity levels of students is critical to their success.

School Scaffolding and the Digital Divide

School Scaffolding and the Digital Divide

As it turns out, buying devices for students is the easy part.  Educators enjoy spreading the news that their school is providing access to students and teaching digital skills that will be critical to their futures.  Delivering the devices, opening them up, and watching pleased faces is a feel good moment for most people in a district (granted, the people who are imaging and managing the machines might take issue, but I suspect that device rollout days are exciting as well as exhausting).

Districts, after hearing horror stories from around the world, are more aware of network wifi loads and speed issues, and many are able to avoid the challenges that faced early adopters.  And although 75% of districts do not have a plan for internet access outside of the school, at least the issue is starting to percolate through the diligent work of many educators throughout the United States.

Actually, one of the greatest ongoing challenges tends to be the assumption that some districts have about digital learning.  In an MIT Study on education and social media, researchers examined districts that assumed student digital prowess and those that didn't.  As one might expect, districts that implemented a 1 to 1 program without significant professional development found that devices were improperly and under used and had a higher breakage rate.  Districts that took the more costly and longer route of training their educators on how to implement laptops found a much higher success rate.   This "longer implementation" framework often includes school wide awareness programs and proper use and a common set of expectations.  Additionally,  the professional development pushed teams of teachers to think more about redefining and broadening education through digital implementation instead of just substituting paper worksheets with electronic ones.  Proficiency in teaching with technology does not come overnight.  At best, it takes several years to master the art of tech integration and informal training "on the go" is minimally effective.

In sum, as districts move forward there is often a sequential implementation of 

1.  Buying Devices

2.  Focusing on the Network 

3.  Thinking about home access

4.  Considering Professional Development with respect to digital instruction.

Although this flow seems to make sense, successful districts more often than not consider professional development and instruction first and not last.   Putting training first, although it delays the big rollout, can pay much bigger dividends down the road.

Family Dynamics and the Digital Divide

Family Dynamics and the Digital Divide

When thinking about the digital divide, many educators start talking about devices and then move to home connectivity issues.  The main focus (as it should be) is how to provide opportunities for all of our students to learn in this increasingly connected world.  In examining the digital divide and family dynamics, though, some interesting trends have emerged.  In higher income households where parents have higher levels of tech proficiency, many parents educate their young on various uses of the internet and online applications.   In lower income households, parents still do some of the educating, but their children are now providing a significant amount of help in this ever changing landscape.  

www.digitalequityforlearning.org

Why is this significant?  When low income parents start learning online skills such as accessing medical records and applying for jobs, their success for a better standard of living increases.   When a school sends a laptop home, it might be the first computer that has ever been in that household.  In districts where there is no student computer checkouts (the great majority) sending students home with technology skills can still be a game changer as parents and guardians might ask for computer guidance from their children at places like public libraries.

Much has been said about how there is a significant computer use gap developing between higher income and lower income families.  Specifically,  students without parent guidance tend to use computers more for gaming and social media and far less critical research.   This digital literacy gap is an ongoing challenge.  With that said, the trend of students from low income households teaching their parents computer skills is a trend worth noting because it extends the power of tech integration into areas far outside of the initial educational mission.   When adults can learn basic technology skills from their students, everyone can benefit.  As government programs, educational opportunities, and health care increasingly go digital, whole families can benefit when technology is successfully implemented in schools.

  

Summer and the Digital Divide

Summer and the Digital Divide

Educators will often talk about the importance of staying engaged over the summer in order to curtail the effects of "the summer slide", and they also will mention the time needed in the fall to formatively assess students and to review skills that have deteriorated.   Students without access to both devices and broadband can suffer even more in comparison to their peers.  This does not mean that students use devices over the summer are always doing so for education purposes, but the reading and creating of digital assets can indeed help in maintaining skills.

As more districts implement a one to one program for their students and as teachers (and summer school courses) move towards digital formats, having access over the summer becomes even more important for students and learning.  But what happens to student devices at the end of a school year?  Should a school check them in for the summer in order to take inventory?  This approach does have some advantages.  Specifically it guarantees that the device will be their in the fall to check out to students who are coming back to school.  Checking devices back in acknowledges the fact that it could be difficult to recoup the device of students move.

However, checking in devices does have significant disadvantages.  First off, it takes quite a bit of human capital to check in all devices and then to store them.  More importantly, though, is the fact that school issues computers might be the only way that students can access digital content from home over the summer.   (The home broadband connection is another challenge, but districts are working on this issue as well).   Taking away a device that has recently empowered a student and perhaps their whole family is a significant opportunity cost.

Perhaps there is a middle ground.  If schools can advertise that students can check out their device for the summer once it is briefly inspected, then they could access and create content all summer long.   This summer checkout might even entail a simple contract to be signed by a parent/guardian.   With that said, though, this process would allow students to continue their digital education over the summer.  A one size fits all policy for student device use over the summer is a fairly rigid approach that does not address the problem of the summer slide.  A more flexible approach might have more risks, but in this case the benefits far outweigh the costs.

Impacts of the Digital Divide: Classroom Case Studies

Impacts of the Digital Divide:  Classroom Case Studies

For many people who have broadband connection at home, it is sometimes hard to imagine the effects of the digital divide in a classroom setting.  While many educators assume that students can go to the library after school or perhaps find free wifi at a fast food restaurant, this is often easier said than done -- especially for younger students who are not of driving age.  While a few districts nationwide have 100%of their students connected at home and while other districts have virtually no student connected at home, the vast majority of districts fall somewhere in the middle.  As educators move to using technology to enhance learning, collaboration, and differentiation, having students that don't have access at home can have subtle but observable effects on learning and achievement.  Here are 5 examples (names of teachers changed) that illustrate this from my teaching experience in a district that has about 36% of students on free and reduced lunch.

Case #1:   In a 9th grade World History class, Chris was working in a collaborative group on a summative project with 3 other students.  The group members assigned work on specific presentation slides and research to be done outside of class.  Although Chris works hard in class, he cannot fulfill his work requirements outside of class because he can't access research or the actual presentation.  Students in his group reach out to the teacher after class to share their frustrations with Chris and the fact that their presentation is suffering.  The teacher approaches Chris, and he is a little sheepish and says that he will try his best to finish.  It takes several months before the teacher actually realizes that Chris does not have access at home.

Case #2:  Ms. Hawkins 10th grade English class is writing an essay and is going through the writing process which entails multiple drafts, feedback, and revision.  As part of the revision process, Ms. Hawkins assigns students to do electronic peer reviews for homework.   6 of her students do not have access at home and have difficulty providing quality reviews.  As a result, the face to face process of going over peer reviews and asking clarifying questions does not run smoothly and the whole class (both those with and without access) suffers as a result.

Case #3:  Mr. Bobzien is a 5th grade teacher who is flipping his classroom.  He creates instructional videos and assigns the videos and practice problems for homework.  At home, parents often learn math along with their kids and help them after watching the videos.  Back in the classroom, Mr. Bobzien checks in with individual students and checks for understanding.   Although all of the 5th graders in his class have chromebooks to take home, seven of his students don't have access at home.  As a result, these students try to learn math the best that they can before school and during class.  Overall, Mr. Bobzien's students are achieving at higher levels in the flipped classroom model, but those without access are progressing at a much slower rate.

Case #4:  Mrs. Thompson, an environmental science teacher, assigns a class discussion question once a week for homework in Canvas.  She notices this has elevated the level of discussion in her class and that students often refer to the discussions the next day in class.  She started to evaluate  students on their communication skills, but she notes that several of her students rarely submit answers.  Although she encourages students to log in at the start of class, she notes that students who are not submitting at home often have less developed responses and don't benefit from the online interaction and thinking of other students.  She suspects that several of her students don't have home access.

Case #5  Effects on teaching practice

Mr. Evans teaches at a high poverty school in our district and has a friend (Ms. Fuller) who teaches at a low poverty school.  Mr. Evans rarely assigns electronic homework and research as he knows that almost half of his students do not have home access.  Instead, he assigns paper copies and foregoes the electronic benefits of reading differentiation, peer chats, peer revisions, and collaborative electronic projects.   His friend Ms. Fuller, on the other hand, assigns creative and collaborative work outside of school.     Although Mr. Evans and Ms. Fuller teach the same grade level in the same district, when they compare notes they realize that their students are getting a very different education!

Digital Divide Strategy #4: Hotspots for student checkout

Digital Divide Strategy #4:  Hotspots for Student Checkout

As education continues to integrate technology and online collaboration and instruction, devices in schools are becoming more ubiquitous.  Many school districts around the country have gone to a one to one model in which students are checked out a laptop for the school year.   Of course, issuing every student a device can definitely help level the playing field, but that is only half of the equation.  A group of researchers from the Cooney Center, funded by the Gates Foundation, reported that "access to the Internet and digital devices is no longer a simple yes/no question.  Whether families have consistent quality connections and the capabilities to make the most of being connected is becoming just as important." (digitalequityforlearning.org)

The vast majority of school districts across the nation do not have a plan for home connectivity, but there are some that do.  Most notable among these are schools in Detroit, Michigan, Forsyth County, Georgia, Tuscon, Arizona, Miami-Dade County, Florida, and Tuscon, Arizona.  These districts are using programs that integrate Kajeet hotspots.  These are built for schools and integrate filtering that make them CIPA compliant.

These initiatives are definitely not meant for Parent Teacher Organization Fundraisers and need to be a dedicated budget item.   Hotspots start around $150.00 for the device and data plans vary often run between $15.00-$25.00 per month.   Of course, the cost of hotspots often depends on the needs of an individual school and/or district.  In theory, a school could buy fewer hotspots and have them checked out through the library on a first come, first serve basis.   This checkout method is a step in the right direction, but it doesn't provide the access needed on a day to day basis.

Some school districts have also experimented with going to national carriers to purchase hotspots at a government/institutional rate, and of course the prices vary based on company and amount of data purchased.  

Here are four guiding questions for those considering a hotspot checkout program to bridge the digital divide:

1.  Budget:  the biggest expense is not the hotspots themselves but rather the monthly access charges.  Doing the math and finding the funding in advance is critical.  Keep in mind that some programs require a set time contract.

2.  Audience:  who is the target audience for the hotspots?  What will the criteria be?  

3.  Duration:  how long will these devices be checkout out to students?  Days? Weeks? The whole year?

4.  Filtering:  Some companies provide both monitoring and filtering, while others focus on just a monitoring dashboard.  Consulting the IT dept. in the district should be one of the first things that is accomplished.   Of course, any access point needs to be CIPA Compliant.  

5.  Device Monitoring:  Someone has to be in charge of the dashboard that monitors the devices.  This can be done at the school and/or district level.   Evaluating usage periodically and surveying students and families is best practice and can help decision makers in evaluating the effectiveness of the program.

Digital Divide Strategy #3: Extending Library Hours

Digital Divide Strategy #3:  Extending Library Hours

When students in high schools throughout my district were issued chromebooks this year, I could immediately see some of the positive effects with respect to equity.   For many students, this was the first computer to enter their home.  In the library, I saw students proudly set up their chromebooks as they did research and worked on assignments.  As far as technology went, the playing field was leveled.   Now all students could access class documents, turn in assignments, type work, and collaborate on creative digital projects.
Of course, this first glance at technology integration held many truths but it also hid some inequities beneath the surface.  Keith Kreuger, CEO of the Consortium for School Networking, laments that "technology will be one more way to expand inequities rather than bridge the narrow."

Providing technology for all students was indeed a game changer that is still changing and evolving teaching and learning.  However, after a few months into the process it became apparent that not all students had equal opportunities to succeed as not all had home internet access.   Teachers worked hard to integrate digital curriculum and redesigning support structures for students.  Some teachers keep a great selection of help videos on their website and a few have moved to flipped classroom models.  This evolution of teaching and technology, though, plays back into Kreuger's quote about expanding inequities.  Although 75% of school districts don't have a comprehensive plan for internet access outside of school, many are working on ways to diminish the impact of this challenge.

In my district and in other districts across the country , it is not that  uncommon to see students hanging around just outside the school in order to get wifi access.   Providing devices is a visible and often tangible event, while figuring out access after hours is not.

One easy way to help address this problem in a small way is to simply open school libraries earlier and keep them open later in the afternoon.   In larger high schools where the library staff consists of more than one person, it is fairly easy to have overlapping shifts where one worker takes the early shift while the other arrives later and stays later.   Some schools even figure out transportation for those students who live farther away and need a way to get home if they stay a few extra hours.

Extending library hours is certainly not a solution for everyone as students often have other family and work obligations and can't stay after school.  However, providing more access through school libraries can be a small part of a bigger systemic solution when it comes to bridging the access digital divide.

Digital Divide School Strategy #1: Wifi Community Collaboration

Digital Divide School Strategy #1:  

Wifi Community Collaboration

Sometimes, the needs of students and our families seem overwhelming.   At times, it seems like schools are called upon to solve deeply rooted problems that are systemic in nature.  Districts have been finding success in upgrading connectivity in schools and many have made significant progress in providing more machines/access points throughout their schools.  However, when it coat mes to students getting connected outside of school, the problem seems greater than most districts can handle (or even consider).   The vast majority of districts do not have plans for how students get connected outside of school, and this has led to great inequities in education.  As teachers move to digitalize curriculum, provide class websites and/or school management sites, and assign group electronic projects, those students that are not connected at home suffer from a notable disadvantage.  Sometimes, students will say that they are "connected" when asked, but this might simply mean that they can access the internet via a parent's smartphone if need be.   For many innovative and collaborative projects, this type of connectivity just doesn't fill the need.

One creative solution that Mountain View Middle School in Beaverton, Oregon implemented was creating a collaborative Community WiFi map.  The school approached local businesses and mentioned the need for student access after school and on weekends.   As Oregon is notable for it's rainy weather, the businesses were asked to let students sit and work inside and use the wifi.  In this proactive manner, many businesses were more than happy to help.

One a list of wifi community points was collected, Mt. View created a flyer (in both English and Spanish) that is given to students, families, and businesses.  It has turned out to be a win win and an example of a healthy school/community partnership.

Mt. View WiFi Community Access Flyer (English)

Mt. View WiFi Community Access Flyer (Spanish)

Although this is a significant step in the right direction, it is still important to note that access to community wifi is not the same as having internet access at home.  Many students have obligations after school and can't get to their homework until later in the evening.  Parents are often reluctant to send their children out to a local wifi access point when it is dark and/or raining -- especially in the younger grades.  Still, providing information to students and giving options is an important way for schools to note that they are considering the challenges of access for students and families.

Latino Immigrants and the Digital Divide

Reframing How Educators Approach
Latino Immigrants and Technology Use

A recent discussion from the Joan Ganz Cooney Center focused on the challenges of technology integration and use in Latino immigrant families.   It is not surprising that lower income families have less access to technology and home broadband.  When families have to choose between a cell phone and a broadband bill, it seems logical that the cell phone would almost always win out.  With that said, though, it is notable that Latino immigrant families are especially vulnerable when it comes to having access.  This lack of access has serious implications as schools across the country move to digital curriculum and learning management systems that require home access for a student's success.

Additionally, many Latino immigrant parents lack experience with technology and don't necessarily have a "culture of technology" in the household.  Immigrant Latino parents have less technology experience than other groups.  Only 40% feel confident in using the internet and 45% have been online for five years or less.  Amidst these statistics, though, there is emerging a positive trend:  Latino parents are making technology purchases for their children's education at an increasing rate.

Latino immigrant families are prioritizing the purchase of technology as it relates to their children.  Great income disparities hinder the drive for digital equity for students, and some subgroups like Latino immigrants tend to have less experience with technology.  With that said, the trend to try to purchase technology to aid in their children's education is definitely of note.  It has implications for programs and districts who are increasing technology purchases and implementation.  Harnessing the desire of Latino immigrant parents to integrate technology is a key to ensuring student growth and success.  When schools and parents work together to address nuanced issues relating to the digital divide, the chance for student success increases greatly.

Complexity of Problems and Solutions

Nuanced Issues and Approaches

Millions of students cannot do their homework as they don't have access to home broadband internet.  A few years back, it seemed that devices were a primary issue.  Devices are still an issue in many districts, but the a shift to 1 to 1 devices in school district is gaining momentum.   Some students might have a computer issued to them but still lack home access.  Some students (especially in rural areas) don't have any possibility of access.  Here is an interesting two interesting statistics that speak to the problem of the homework gap:

• As many as 7 in 10 teachers assign homework that requires access to broadband, but one in three households do not subscribe to broadband service
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• More than half of principals nationwide now cite digital equity as a major challenge in their schools.

The video below is a panel discussion that features Jessica Rosenworcel, a member of the FCC.  The discussion helps outline both the complexity of the problem and the complexity of the solution.  In reality, there are several problems operating all at once which require different solutions.  

Digital Access Shift in Progress

Digital Access Shift in Progress

Access trends can be hard to analyze as technology and tech use constantly evolves.  With that said, it is worth noting the shift from broadband access to mobile only access.   The complete reasons are probably fairly nuanced, but an important reason for the shift is economic.  If people can use their phones for most of their daily needs, then paying several hundreds more a year for a home connection might not make sense.  Here is the latest trend as reported by the Pew Foundation:

Of course, this shift in adoption is not distributed equally throughout the population:

This change has many implications for educations.  Although most teachers will find that a large number of their students have broadband, assigning digital work that requires home broadband will greatly impact those without access.  This doesn't mean that teachers should not be assigning digital work.  When done thoughtfully, digital learning can personalize, differentiate, and challenge students all at the same time.  This means work that is creative, collaborative, and exploratory and not a series of electronic worksheets.

They key, then, is to actually find out about the make-up of students in a school and/or district.  Educators across the United States are working to combat the digital divide, but the first step is to find out what type of connections student have and how the type of connectivity relates to the teaching and assignments.

Rich Teenager, Poor Teenager: Uses and Opportunities

Rich Teenager, Poor Teenager:  Uses and Opportunities

When addressing the digital divide in U.S. education, it becomes clear rather quickly that there are many divides.  These include economic, rural/urban, ethnicity, geography, and even skill levels and opportunities.  What is exactly meant by this? 

 

As more students gain access via cellphones, the number of broadband internet subscribers at home is actually declining.  Families that have to choose between cell phone access and broadband access overwhelmingly choose cell phones as they provide an important family communication tool.  

Generally, poor students are much less likely to have home internet access in comparison to peers.  This is really not surprise, but it does have implications for what types of digital skills students are actually learning.  Students who don't come from a home where there is a culture of internet use are more likely to see the internet as a mode for gaming or social media and not as much for research, news, and/or creative production.   The graphic below shows an international computer use survey as it relates to students and their economic status.  

The implications, of course, are important for educators.  The broader culture often makes sweeping generalizations about the proficiency of young people vs. older people with respect to computers.   Proficiencies in digital literacy and critical thinking can vary widely among students in the same classroom.  In the end, educators play a key role in conducting formative assessments with each class as a "digital divide" of skills has emerged based mostly on economic lines.

More discussion on student family wealth and how it relates to computer skills and assumptions can be found at https://goo.gl/Rz9IST

Flipped Classrooms and the Digital Divide

Flipped Classrooms and the Digital Divide:
Challenges and Remedies

As more technology is infused into schools, more teachers are experimenting with "flipped classrooms" where students do individual work at school (with help from the teacher) and view lectures/assignments at home.  The idea is that students can listen and study at their own pace at home and then get focused help from the teacher at school.  Here are some recent statistics concerning teachers and flipped classrooms:

- In 2012, 48% of teachers flipped at least one lesson, in 2014 it is up to 78%.

- 96% of teachers who have flipped a lesson would recommend that method to others.

- 46% of teachers researched have been teaching for more than 16 years, but are moving towards flipped classrooms.

- 9 out of 10 teachers noticed a positive change in student engagement since flipping their classroom (up 80% from 2012).

- 71% of teachers indicated that grades of their students have improved since implementing a flipped classroom strategy.

- Of the teachers who do not flip their classroom lessons, 89% said that they would be interested in learning more about the pedagogy.

These statistics are certainly compelling and make a strong case for at least partial use of a flipped classroom when appropriate.  However, flipped classrooms assume that students have broadband internet access at home.   Some teachers might respond that their students do have access, but it is important to find out what kind of access this is.  For example, many of my students in the past have stated that they have access at home, but it amounted to using a parent's smartphone to access the internet.   This is simply not a feasible way to access lectures/activities at home that fit into a flipped classroom.     Other educators might mention that their students can go to a public hotspot area to gain access, but once again this isn't always realistic (or fair for that matter).  The point here is that educators need to be deliberate in finding out the exact types of access that students have when they are contemplating flipped classrooms.

If a teacher has several students that don't have broadband access at home, that doesn't mean that a flipped classroom dynamic should be off limits.   Some teachers have experimented with a "modified flipped classroom" where a teacher implements an "in class" version of the flipped classroom in order to meet the needs of individual learners.  Students can still access materials online in class and then ask the teacher specific questions tailored to where they are in the learning process.

Of course, there are work arounds to providing access to those who don't have home access.  These might include keeping the library open before and after school, lending out devices with connectivity, and lending out devices with the lectures/materials installed on them.  These are not perfect solutions and still might be inequitable in some cases, but they are a good start.

The flipped classroom does have great potential for those teachers who embrace the concept and work to perfect it.  Before doing so, though, an honest and thorough evaluation of student home connectivity is essential.

Latino Students and the Digital Divide (Part 2 of 2)

Latino Students and the Digital Divide (Part 2 of 2)

In part one, it was noted that Latinos in the United States are bridging the digital divide by getting internet access through smart phones.  As this connectivity increases, though, home broadband connectedness in Latino Households is actually decreasing.  This becomes an important issue for students as many districts throughout the U.S. are migrating to digital curriculum platforms.  As teachers are being trained and moving quickly towards an "all electronic format", it can be difficult for students with no broadband access to complete work in a timely manner.

This type of underconnectedness (mobile only and no paid broadband at home) limits the use and indeed the perception of the utility of the internet.  Parents without broadband often do not see broadband and a home computer as a necessity, even when that computer is provided by the school with a 1 to 1 initiative.  As a result, the types of higher level creative/collaborative activities and deep learning research that teachers are initiating with technology can put students who are underconnected at a distinct disadvantage.   The good news, perhaps, is that educators increasingly have opportunities to expose students to these types of activities at school, even when student skill sets are limited by lack of home use.  The challenge is to communicate consistently the importance of access and then to provide reasonable options to achieve access for families who are financially struggling.   When parents see home access as an important key to a successful academic career and become more familiar with using some of the powerful tools, the likelihood of connectedness will increase.  Latinos are bridging the digital divide through the rapid adoption of smart phones.  However, this "cell phone bridge" is not adequate enough to meet the demands of evolving educational opportunities that are growing throughout our country.

 

Latino students and the digital divide (Part 1 of 2)

Latino Students and the digital divide:  home access

Schools throughout the U.S. are beefing up infrastructure and adding computers/tablets in schools.   Of course, not all of this integration and infrastructure upgrades is happening equitably, but the general trend of more tech and more teaching with tech is more than notable.   With respect to Latino students, it is obviously impossible to make statements to apply to everyone in such a diverse group.  With that said, though, some important trends are emerging.   With respect to the digital divide, Latinos as a group in the U.S. are gaining access to internet at home through cell phones while actual computer ownership is on the decline.  This has serious implications for success in schools, especially when large numbers of teachers move to digital platforms and assign digital homework.   Educators are becoming more aware of students who don't have home access, but at the same time many fail to recognize the challenges that students face when trying to complete various types of homework on a cellphone (as they might not have a computer at home).   This type of "underconnectedness" makes some types of flipped classrooms and digital assignments that require larger screens and/or collaboration very problematic.   One creative approach can be found in the "Modifying the Flipped Classroom"   Educator Jennifer Gonzalez discusses the benefits of flipped lessons but how these benefits might be used in a classroom of students who have no internet access or cell only access at home.  With respect to Latino students, this is especially significant as broadband connection rates at home are significantly lower than other groups.

Teachers (myself included) can make assumptions about connectivity and the ability to complete electronic assignments at home.  Testing assumptions and modifying teaching strategies, in the end, is best practice and can work to benefit all students.