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.

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.

Equity vs. Equality in the Digital Divide

Equity vs. Equality in the Digital Divide

In most states, school funding formulas are fraught with politics and this has significant implications for technology infrastructure, devices, and opportunities.  The urban vs. rural digital divide surfaces in most states, especially as it relates to connectivity.  Many rural schools in my state (Oregon) struggle with getting enough bandwidth to do innovative and meaningful classroom learning.   When discussing home connectivity for students, some of my rural colleagues lament the cost of the middle and last miles and the struggle for reliable bandwidth and the lack of opportunities that this creates in comparison with most urban and suburban schools.

The urban vs. rural connectivity divide, though, is just part of the issue.   In many urban districts, schools are funded in a relatively equal manner.  However, monies flow into schools from parent organizations at a very different rate.  Rich schools can raise thousands of dollars at a drop of a hat while poor schools struggle to raise extra funds.  This can have serious implications for types of opportunities within the same district.  Wealthier schools can fund robotics clubs, lego programming experiences, engineering activities, computer labs, drones, etc. while poorer schools often cannot afford to offer these things.  From the school district's perspective, the schools are being funded equally, but the extra money that comes in makes for a much different educational experience.

Of course, parent contributions and volunteering in schools is a good thing as it means that the public is invested.  This should always be encouraged.  With that said, it can create vastly different learning environments between schools who are just a few miles apart.  

Portland Public Schools has taken on this problem of the great differences in parental contributions in their schools through the creation of the PPS Parent Equity Fund.  Portland is a district that has some very wealthy schools and some very poor schools.  The Equity Fund collects parent donations and allocates 1/3 of them to schools in need.   The wealthier schools still end up with more money for purchases at their schools as they keep the majority of funds that they raised.  With that said, at least some of the money that is raised ends up in schools where there is great need.  

Not everyone is happy with the redistribution of funds, especially some of the parents at wealthy schools.  This unhappiness has been documented in a thoughtfully written New York Times article.

Having a percentage of money taken away from a successful school campaign can cause frustration.  However, the inequities in many cities like Portland are significant.    There will always be a difference in resources and opportunities when comparing wealthier and poorer schools.  Portland's effort, though, at least acknowledges the opportunity gap that is created by disparate levels of giving.  Looking at school opportunities from a systemic district wide view is the least that educators can do when considering opportunity gaps.

Finding Partners in Addressing the Digital Divide: Health Care Providers

Finding Partners in Addressing the Digital Divide:  

Health Care Providers

School districts across the country face a variety of challenges with respect to students accessing resources from home.  At a recent conference, a representative from Chicago mentioned that many of their students who don't have home access attend local libraries.  Some urban and suburban districts have been adopting hotspot programs (Kajeet is an excellent provider of student hotspots) while rural districts have put wifi on buses for the long bus rides to and from school.

Increasingly, educators have come to the realization that home broadband access affects more than just a student's education.  Families that have internet access at home can fulfill other needs and access other services like job applications, government programs, and health care.  In a recent article on the digital divide in health care, author Mark Brohan discusses the use and lack of use of health care portals.  After reviewing data with respect to health care portal usage, specific patterns emerge which coincide with the digital divide in education.

Health care portal use, as one might suspect, reflects broadband internet connectivity rates in specific neighborhoods:   "In neighborhoods where 20% or fewer homes had a broadband connection the portal use rate was just 17.5% compared with 34.8% patient portal use where more than 80% of homes had broadband".  From a healthcare provider perspective, bridging the digital divide is an important way to increase efficiency.  More important, though, is the idea that access to advice, appointments, and labs leads to a greater health awareness and increased chance for wellness.   

Often large institutions and/or sectors don't often think of the connections between each other.  Certainly, both health care portals and schools have a vested interested in increasing connectivity for their patients/students.  Instead of addressing this issue alone, having health care providers, educational systems, and government agencies work together would decrease an overlap of efforts.  Urban, suburban, and rural areas all provide unique challenges which are complicated by geography, cost, and historical forces.  In the end, though, a focused effort of pooled resources and creative thinking would seem to have a much greater chance for success when addressing the digital divide.  

Access is not equal: number of internet providers matters

Access is not equal:  number of internet providers matters

There is a variety of reasons that families don't have broadband internet connections.  Many assume that family income is the main determining factor and that provider prices across the area are pretty similar.  However, this isn't necessarily the case.  As providers look to maximize profits, it makes financial sense for them to focus on middle class neighborhoods and to set their prices based on high volume.  In a recent study out of USC, it is clear that competition and opportunity affect prices and access.  In the map of LA County below, there are some areas with no broadband access and a majority with just a single option.  Even after accounting for income and other variables, the lack of internet access in LA County impacts primarily minority residents.   The lack of internet providers drives up prices and leads most families to choose a "phone only" approach to the internet.  The study notes that a phone only approach is not adequate for educational purposes.   In La County and in many locales across the country, the poor and disenfranchised often have to pay more for internet due to market forces.  In the end, this only exacerbates inequality and deepens the digital divide.

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.

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
• 
  
• 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.  

Continuing Challenges and Nuances

Devices, Access, and Training

School districts across the United States are integrating more devices into classrooms, although this integration certainly varies from district to district.  The visibility of devices and the expansion of school network capacity is an ongoing process.  Many people, though, are hopeful for the progress that is being made.

The more difficult problem, though, is figuring out how to provide access for students at home.  Currently, 67% of U.S. households have broadband access at home.  More families, might have access via phones, but this isn't the same type of access that is needed to complete collaborative and complex classroom assignments.    Unfortunately, the vast majority of districts do not have any plans to address home access.

In the long run, "while device access does make a difference at the K-12 and university levels, it should not be the main focus. What will ultimately make the real difference is both access to technology and the associated coaching and support from teachers, professors and administrators."   

As educators and districts throughout the country work to solve device and access inequities, these changes will not facilitate significant educational gains unless educators become skilled in coaching students in technology use.  This includes digital literacy, of course, but it also includes the transformative use of technology that goes beyond simple substitution tasks.   This process might take years to fully complete, but the current struggle and thinking around this issue is a step in the right direction.

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

Under Connectedness -- different conceptions affect how students work at home

Under Connectedness and Student Perceptions

As school districts and teachers transition to e-classrooms, many teachers are aware that not all students have the same access at home.  Of course, not having broadband access at home can make life extremely difficult for students -- especially when teachers use LMS platforms like Google Classroom, Canvas, or Schoology (to name a few) to push out homework.

It isn't easy, however, to gauge the connectivity of students as it can be seen as a sensitive socio-economic issue.  If you are in a classroom of 30 and it seems like most others are connected at home, it can be hard for students to come forward to say that they have access issues.  

What can make this more complicated, though, is the fact that there are different types of access as each student has a unique situation.  Last year, for example, I taught 3 students who were having academic troubles and submitting/accessing their work.  When I asked if they had internet access, they all said yes.  As the year continued, I noticed that their academic performance was not necessarily improving.  They generally did fine in class, but any work outside of class was not up to par.

Finally, in one on one discussions I discovered that their definition of being connected at home was having access to a parent's cell phone browser.   Earlier when I had asked if they had home access to the Internet, they honestly said yes.  However, this type of access wasn't really robust enough to engage in some of the online readings/discussions/projects that were a part of the class.

Another student split time between parents and noted that her mother had broadband access while her father did not.  She did her best to get her work done at school and at her mom's house, but when she spent a week with her dad she felt more stressed and behind.

The bottom line is that each school is comprised of different levels of home connectivity, but each classroom has its own dynamics as well.  As educators transition into the digital classroom and all that it has to offer, it is important to explore home connectedness issues up front at the start of the year.  This informs best practice and helps teachers and students adapt to create situations that are best for both teachers and learners.

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.

The Digital Use Divide

The Digital Use Divide:  

Challenges to Technology Implementation

As schools continue to integrate technology into the teaching day, educators are talking about an emerging phenomena called "the digital use divide".   Many people talk about the digital divide with respect to access to technology, but the digital use divide is speaking more to what happens when schools and teachers have access but implement technology in different manners.

Here is a good working definition of "the digital use divide" from the U.S. Dept. of Education:

"Traditionally, the digital divide referred to the gap between students who had access to the Internet and devices at school and home and those who did not. Significant progress is being made to increase Internet access in schools, libraries, and homes across the country. However, a digital use divide separates many students who use technology in ways that transform their learning from those who use the tools to complete the same activities but now with an electronic device (e.g., digital worksheets, online multiple-choice tests). The digital use divide is present in both formal and informal learning settings and across high and low-poverty schools and communities."

Some of this, of course, revolves around how teachers are using technology.  If students are simply doing electronic worksheets, then they are operating on the lowest level of the SAMR model.   Really, no educational gains are made from a consistent use of substitution of electronic worksheets for paper worksheets or multiple choice tests.  Perhaps an argument could be made for quick formative assessments using electronic multiple choice tests as this could immediately inform instruction for the day.

Great (albeit unequal) strides have been made in technology implementation and best practice with respect to classroom instruction over the past several years.  However, the 2016 report from the U.S. Office of Educational Technology notes that there are many areas in need of awareness and improvement.  Some of these include

• Research on the effectiveness of technology-enabled programs and resources is still limited, and we should build capacity to generate evidence of individual-, program-, and community-level outcomes. • Many schools do not yet have access to or are not yet using technology in ways that can improve learning on a daily basis, which underscores the need—guided by new research—to accelerate and scale up adoption of effective approaches and technologies. 

• Few schools have adopted approaches for using technology to support informal learning experiences aligned with formal learning goals. 

• Supporting learners in using technology for out-of-school learning experiences is often a missed opportunity. 

• The focus on providing Internet access and devices for learners should not overshadow the importance of preparing teachers to teach effectively with technology and to select engaging and relevant digital learning content. 

• As students use technology to support their learning, schools are faced with a growing need to protect student privacy continuously while allowing the appropriate use of data to personalize learning, advance research, and visualize student progress for families and teachers. 

Change with regards to technology integration is coming more rapidly than most educators would have imagined and probably will continue to do so.  With this change comes challenges and nuanced situations that require systemic thinking from all parties involved.  That includes teachers, school administrators, district leaders, and community members.  For many districts, it is a matter of not knowing what they don't know.   Implementing technology and reimagining education and classroom instruction is empowering.  However, time and thought are needed to do this effectively.

For more reading on this subject, go to 2016 National Technology Plan