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.
I think it is great that you pointed out the importance of the "Digital Divide" and the achievement gap. Bravo!
ReplyDeleteWonderful synopsis, Summer! One thing I distinctly remember about my high school years were the moments when the teacher would say we needed to have computer access for certain projects and to raise your hand if did not have such access. THANKFULLY, I was never one of those people who raised their hand. I always felt so embarrassed and sad for them; many high school students would look down on them. Eventually the teachers learned to say, “See me after class if we need to arrange access.” That was a much better way of doings things, but it is still sad. Many students really want to better their education, but they simply do not have the means to do so.
ReplyDeleteAs a teacher, I try to be mindful of all students. That is one reason I like for my students to complete projects in class so they are all on a level playing field!
DeleteI think that distance education is a very good use of technology. I know that we do it at our school in AP Economics because some of the schools in our county don't offer that class so our teacher broadcast it to the other schools. Its give student oppurtunities that they might not normal have and help use reach more students.
ReplyDelete