As
technological advances continue to change the face of education in the United
States, issues of equity abound. While
technology can be effectively utilized in the classroom, it also can create
even a further divide among gender, ethnicity, and socioeconomic groups
(Robyler & Doering, 2013). This has
been a concern dating back many decades and continues to be an obstacle for
educators to overcome. Known as the “Digital Divide,” students do not have
equal access to technological devices or the training needed to use them for
educational purposes (Robyler & Doering, 2013, p. 17). A typical class includes a wide variety of
students with diverse backgrounds.
Teachers are thus left with the job of trying to level the playing field
for all their students. Problems can
arise when assignments and or projects require a technology that a child might
not have access to at home. In many
cases, children simply do not have the support to successfully complete such
activities even if the technology is available in the home (Robyler &
Doering, 2013). Unfortunately, good
intentions on the part of a teacher can put these children at a further
disadvantage.
One
possible remedy to the Digital Divide is distance
education. Many schools systems lack
the resources needed to offer advanced courses.
In more impoverished schools, distance education can enhance student
learning by providing opportunities that normally would only be available in
affluent school systems. Distance
education can be a double edged sword though when it comes to equity
issues. Not all students have the skills
needed to succeed in distance learning and dropout rates are higher for online
courses (Robyler & Doering, 2013).
In
order for distance education to be effective, it should incorporate a variety
of learning methods. For instance,
directed instruction can be beneficial especially when a teacher is physically
present to help guide student learning.
Many times, resources do not allow for a highly qualified instructor to
be in a distance learning lab which may leave students struggling as
independent learners. To address various
learning styles, distance education should also include teaching methods that
adhere to constructivist theories. This
might include cooperative work and problem solving scenarios (Roblyer &
Doering, 2013). When implemented
properly, distance education promises to play a pivotal role in narrowing the
Digital Divide.
For
more information on how distance learning is being utilized in Alabama, visit
the ACCESS website: http://accessdl.state.al.us/
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson Education.
