In general, the digital divide refers to the unequal access by some members of society to information and communications technology, and the unequal acquisition of related skills. Does the digital divide exist in today’s schools? Where does mobile use fit into this equation? Special needs? The first three news articles speak to these areas of the divide. We tend to think about the divide in terms of access – does a student/school have networked computers? Wireless or mobile access? On the other hand, there is another definition of the divide which focuses on the instructional and pedagogical uses of technology with students. In other words: once we have it, how do we ask students to understand and recognize its potential? Teachers? Prensky’s article addresses this perspective of the divide. What’s the overall impact? What are your thoughts?
Without a doubt, technology today is seen as something new and exciting that captures the attention of many. Unfortunately, not everyone fully understands or knows about technology, and there are still flaws in the system that keep everyone from benefiting from such applications. One such issue is the digital divide, which is something observed everywhere, even among schools. In order for someone to reach his/her full potential with the use of technology, it needs to me more readily available and better understood.
The digital divide is indeed a serious epidemic affecting many academic institutions in this day in age. Many schools are struggling with their budgets, and technology just isn’t a top priority when other things such as meals and transportation are on the table. In many cases, those schools that perform well are rewarded with more funds, while the schools who lag behind don’t have the technology needed for the rapidly changing academic front. As we discussed in class, the good schools are ahead while others are trapped behind. One budget-friendly solution being looked at to help reach those in lower socioeconomic conditions is that of mobile devices. While cell phones and smartphones are readily available to people throughout the socioeconomic spectrum, these internet phones do not have the same capabilities when accessing the internet as regular computers would have. As Shireen Mitchell quotes in the New York Times article, Mobile Use and the Digital Divide, “the quality of what is available through cell is only limited access…” The same article mentions that the most people who use their cell phones to access the internet are younger people and people making less than $30,000/year. While mobile devices are accessible to most everyone, they do not cater to the needs of everyone who needs them. People with visual or audio impairments are left behind in the mobile world, and it is important that companies reach out and provide more options to this neglected minority. A good idea would be to require the incorporation of features for the disabled in all phones, but I see this as a possibly costly move that could financially effect those who do not need the additional features.
Once technology becomes more present in our lives, it is important to recognize its potential in the academic field. In order to benefit most from technology, it is imperative that technology is seen as an extension of the mind and not a substitution for our brains. Technology helps make resources and new information more readily available to its users, but it does not know what to do with that information as the human brain does. It is also important to note that just as the human brain is not permanent, technology is always changing and advancing. We should never settle with what we know, but always be prepared for new programs. Lastly, in order to get the most out of technology, it is important to understand and know of the different machines and their applications. Knowing how to use only a few programs on a computer or only requiring students to turn in Word documents and PowerPoints will in no way increase their knowledge and resource base of technology.
The last article was quite a read. Overall, it takes a global look at education and how different academic programs are put into effect all over the world. Some major differences between top-notched schools in other countries and the schools of the United States include the goals to be achieved from going through primary and secondary education, the gateways reached throughout the educational process, and the idea of keeping students at the same pace. One huge aspect that keeps these other schools on edge is their view on teachers. The three main characteristics of teachers in other countries, as listed on page 9 of Marc Tucker’s article, are having a high general intelligence, a mastery of the subject(s) being taught, and an effective job in engaging students in class. The teaching profession is more highly revered in these better-benchmarking nations and the process to become an educator is quite rigorous. I think this article speaks volumes in that it effectively states the main elements of a successful education program and yet provides enough depth for the novice reader to understand. A difference between the U.S. and these other nations that was not stated upfront is that while the U.S. fiddles with the education system in small increments, other nations make large, calculated changes that have a lasting impact. While the United States does its research and knows the numbers, it does not act. Possible reasons for this hesitancy could be attachments to old traditions and the entire mess surrounding politics. The government itself has a lot of other priorities to handle, and with politicians who cannot agree on the pettiest of things, I doubt much will change in the near future for America’s education system.
