The Digital Divide - Fact or Fiction?

Despite its long standing status as a buzzword and one of the primary arguments against the incorporation of technology in education, it may finally be time to re-evaluate the applicableness of the “Digital Divide” within the context of modern society. This term, describing the gap between those who have regular access to technology and the internet and those who do not, has long been a source of contention between educators advocating for and against Internet use to promote mobile learning – the idea being that not all students have access to mobile devices due to lower socio-economic status and/or the lack of infrastructure to support these devices.

The question inherently becomes: How much of the “Digital Divide” is based on antiquated assumptions and how much is based in actual fact? Is the severity of this issue in fact less then what we perceive it to be? Lloyd Morrisett, the man responsible for coining the term, writes: “[the] perceived gaps are closing among various ethnic, racial and geographical groups in access to the Internet” in his forward for The Digital Divide: Facing a Crisis Or Creating a Myth? He goes on to list the “two factors [that] account for the rapid diffusion of Internet technology: steadily decreasing costs of use, and steadily increasing ease of use.” In addition to Morrisett’s argument, our very own BC ED Plan states that “B.C. leads the country on internet connectivity – 85% of British Columbians use the internet on a regular basis” (7).

 As internet access and mobile devices become cheaper and more pervasive, we are likely to see widespread integration of technology in almost all aspects of daily life. What was once unattainable for some is now becoming accessible to all. Ben Compaine, in the preface to the book mentioned above, reflects on the past evolution of technology: “when it came to gaps related to technology, they tended to be relatively transient. Television sets went from zero to universality in about a decade. VCRs likewise, as their prices went from thousands of dollars to a few hundred.”

Programs such as BYOD (Bring Your Own Device) have long been criticized for their exclusion of students without the means of purchasing these products. However, some schools in the U.S. have been effectively implementing new BYOD (Buy Your Own Device) programs with great success. Schools purchase large quantities of devices, receiving both large order and educational discounts which are then passed on to students. Students pay a low monthly fee in order to use the devices which they will then own by the end of the school year.

It is becoming increasingly evident that internet and mobile device use will play a substantial role in our immediate future. Furthermore, as the Digital Divide is rapidly shrinking, the arguments against mobile learning and the integration of technology in education are beginning to lose steam. It is for this reason that perhaps as responsible educators we should be looking at what our students need and how to accomplish that, rather than focusing our energy on road blocks that may or may not stand in their way.     

The Digital Divide: Facing a Crisis Or Creating a Myth?

Is Facebook the new Bathroom Wall?

In light of the recent events surrounding a hallmark case involving teenage sexting and cyber bullying, I feel it pertinent to focus this blog on addressing a serious question: Is Facebook the new bathroom wall?

If so, then we have a lot to think about when it comes to how we decide to educate our youth on the appropriate and responsible use of social media and mobile devices. It is my humble opinion that the avoidance rule and scare tactics commonly used in the past are not the answer. This incident, ultimately ending with a teen being charged with distribution of child pornography for posting an intimate photo of another teen on Facebook, has rattled many of us in the education system and perhaps forced us re-evaluate some of our approaches to media education.

We can all remember a time when we too were in the passionate throes of youth, seemingly without consequence or repercussion. Love triangles, gossip, drama and bullying were present, as they always are, but never seemed to go past the bathroom wall or hallway. I remember stumbling upon a note written by a girl, who I thought was my friend, and discovering that her and some others were secretly mocking me. This was devastating. Now, the notes that were being passed in the good ol’ days are taking the form of text messages, and the “bathroom wall” is now the wall on Facebook. So the question remains: How have we adapted our methods in light of these advances in technology and youth communication?

What was once a nearly invisible offence, lurking in the background of every elementary, middle and high school, is now an act that has become extremely visible, not to mention permanent. Unfortunately, the word “permanent” is not a concept that many adolescents can easily grasp. Combined with the fact that they are biologically inclined towards risk-taking behavior and lacking in empathy, logic and reasoning skills, teenagers can seem like ticking time bombs. So what do we do? Do we take away the devices? Do we ban Facebook in schools?

I believe that there are other solutions out there, even if I am not 100% certain what they are. Currently, there seems to be a vacuum where digital education should be – let’s fill it with positivity and opportunity. As I have stated in past blog posts, I think that we should start with holistic, integrated and vigorous education in social media use and the responsibility of digital citizenship. I think that we should be instructing our youth in ways they can empower themselves by building positive online brands. I also think that we need to recognize that incidents such as the one mentioned above will continue to happen and it is up to us to find new and appropriate ways of dealing with them. Mobile technology has incredible connective and collaborative potential with in new and exciting implications for education – we just need to teach it.