The Digital Divide and Rural America

For my final project in this course I plan to create a wiki that can serve as a tool to sort out information about the digital divide for education students that want to research and investigate this topic. Looking over my previous posts, I have noticed that I have excluded the role of digital divide in rural settings as well as the role gender plays in the digital divide. This post will focus on the digital divide in rural settings.

An article titled “Digital Age is Slow to Arrive in Rural America” from the New York Times website explains the problem the digital divide presents in rural communities around America. This article investigates internet access and use in the town of Coffeeville in Clarke County, Alabama. The author of this article, Kim Severson, points out there is a severe lack of internet access in this community. Severson writes, “As the world embraces its digital age—two billion people now use the internet regularly—the line delineating two Americas has become more broadly drawn. There are those who have reliable, face access to the Internet, and those, like about half of the 27,867 people here in Clarke County, who do not” (Severson, 2011). In this passage, Severson points out the reality that even in 2011 many people lack access to speedy internet. Severson also implies this divide in access to the Internet has created “two Americas”; the America on one side of this digital division is more connected economically, politically, and academically. The America on the other side of the division, while certainly not necessarily less informed, has a much harder time connecting to information.

This article goes on to discuss the results of a report created by the Department of Commerce in February about broadband internet service. The results within the report reveal a lack of internet access in rural communities. Severson states that the Obama administration has placed an emphasis on “pushing America’s digital expansion” and has “given $7.2 billion in stimulus money toward the effort” (Severson, 2011). The presidential support digital expansion is receiving proves our nation’s executive branch feels more equality in digital access is beneficial for the country. With more access to technology, people within these rural communities can become more involved politically and economically.

Severson quotes a citizen, Sharon Jones, of Clarke County who explains that her lack of access to broadband internet makes certain tasks, like sending a simple email, difficult. Jones states, “It takes 10 times the effort to do what someone else can do in a matter of five minutes” (Severson, 2011). While Sharon Jones is a small business owner, students within this community face the same hardships. Without access to broadband internet, students receive and create less information than students with greater access. Jones says, “we are trying to pull ourselves into the 21st century…I don’t think the rest of the world understands there is a piece of the world here that is really challenged” (Severson, 2011). Jones’ comment here sums up the concern with the digital divide. Our country is rapidly developing and changing in terms of technological use but there are still rural communities like Coffeeville, and communities in other parts of the country, that have limited access to technology. With this limited access comes an undeniable detriment. Until there is a greater focus on finding ways to successfully help people with limited access not only gain access, but learn the necessary skills to take advantage of that access, the digital divide will remain a problem and concern. As more technology is introduced into these areas, proper education and instruction will be required to teach the younger generations to embrace this technology and sequentially help these rural communities benefit from being connected.

“Jonathan Little of Thomasville, Ala., only has dial-up internet at home, and frequently uses the library to connect”.
Photo by Megan Haller for the New York Times

Reference:
Severson, K. (2011, February). Digital age is slow to arrive in rural america. The New York Times. Retrieved from http://www.nytimes.com/2011/02/18/us/18broadband.html.

(Photo at top from http://warkscol.wordpress.com/2008/09/)

Conference on College Compostion and Communication Encourages the Elimination of the Digital Divide

http://www.codelatim.org/tag/teaching-with-technology

Part of overcoming the digital divide is preparing teachers to both instruct and assess assignments that are created digitally. In an earlier post, I included the way using tech talk can help students gain confidence with the digital world; in this post I will discuss other ways educational instruction can ensure teachers are preparing their students for the digital world of the future. The position statement by the Conference on College Composition and Communication reveals this committee’s stance on the digital environment within classrooms. A committee was appointed as part of the CCCC to develop a position statement “governing the teaching, learning, and assessing of writing in the digital environment” (CCCC, 2004). The prepared statement simultaneously emphasizes the importance of encouraging digital composition within the classroom while suggesting approaches for educators to include digital elements throughout their lesson designs. It is the educational system’s responsibility to actively engage in attempting to eliminate the digital divide. Students of every socioeconomic status, ethnicity, and culture need to be exposed to the necessary technology to allow them to enter college and the work force with technological competence and confidence.

The focus through the CCCC’s statement is digital composition and ways to both encourage and assess digital composition. While the focus of the article is on “digital composition”, the article discusses more general ways that the digital world can be included in the classroom, “digital composing can take many other forms as well. For example, such composing can mean participating in an online discussion through a listserv or bulletin board. It can refer to creating compositions in presentation software. It can refer to participating in chat rooms or creating webpages. It can mean creating a digital portfolio with audio and video files as well as scanned print writings. Most recently, it can mean composing on a class weblog or wiki” (CCCC, 2004). These few sentences from the report suggest ways technology can be involved in assignments and lesson plans in a variety of ways. The statement includes any form of written interaction online as a form of digital composition; therefore, even though this position statement seems to focus on one element of the digital world, composition, that classification includes a wide variety of techniques for using technology in the classroom.

This article states that courses that encourage students to compose digitally should, “introduce students to the epistemic (knowledge-constructing) characteristics of information technology…provide students with opportunities to apply digital technologies to solve substantial problems common to the academic, professional, and/or personal realm of their lives, Include much hands-on use of technologies, engage students in the critical evaluation of information…[and] prepare students to be reflective practitioners” (CCCC, 2004). These few lines of CCCC’s report really reiterate why instruction and assignments that utilize technology are important for students. Students learn how knowledge can be constructed and obtained through technology and they can learn how technology can benefit different realms of their lives, currently and in the future.

The article suggests those that implement instruction that focuses on writing programs need to “assure that all matriculated students have sufficient access to the requisite technology, thus bridging the ‘digital divide’ in the local context. Students who face special economic and cultural hurdles as well as those with disabilities will receive support necessary for them to succeed” (CCCC, 2004). If schools ensure that all students have access to the necessary technology to actively engage with new technologies, the digital divide will start to narrow.

The important element of narrowing the digital divide is making sure that the teachers are prepared to teach the necessary information to limit the divide. Schools need to “assure that faculty have ready access to diverse forms of technical and pedagogical professional development before and while they teach in digital environments. Such support should include regular and just-in-time workshops, courses, individual consolations, and Web resources” (CCCC, 2004). I like that this part of CCCC’s position statement acknowledges that instructors need frequently lessons on teaching technology. As technology changes, instructors need updated on technological advancements to instate current and up-to-date instruction about technology in their classrooms. Of course, schools with more funding will be able to be more informed and will be able to afford more workshops and courses for instructors, but schools with less funding can still place emphasis on the importance of instructors using free web sources to stay current on developing technology and using that technology in the classroom. The web also offers suggestions about certain lesson ideas that encourage students to utilize technology and compose digitally. If school boards and school systems encourage the instructors to use technology and have their students use technology, even low budget schools can help students gain a sense of comfort with technology that will help diminish the digital divide in our public school systems.

While the CCCC is an organization that focuses on the collegiate student, I believe the position statement they have created in regards to digital composition and the importance of encouraging technological advancement through education instruction can be applied to every grade level. Pedagogies throughout our public school system should be “working to keep learning at the center of the enterprise and to assure that students learn to use the technology, not just consume it” (CCCC, 2004). Last week I had a post about the way that “consuming” technology is not helping narrow the digital divide. To narrow the digital divide we want to teach students to actually engage with the technological world and use digital media as a means of expression, both personally and academically.

Reference:
CCCC: position statement on teaching, learning, and assessing writing in digital environments. (2004). Retrieved from http://www.ncte.org/cccc/resources/postitions/digitalenvironments.

A "New" Digital Divide Emerges...

Throughout this blog, I have repeatedly mentioned the speed with which technology is constantly changing and developing. As technology changes and develops, the digital divide is bound to change as well. An article on USA Today’s online website acknowledges that there is already a “new” digital divide that differs from the divide I have discussed in previous posts. This online article, written by Jesse Washington, suggests that phones are one element of technology that is greatly changing the definition of the digital divide in our country. While the digital divide may be changing, it is far from ending.

Washington’s article states, “as mobile technology puts computers in our pockets, Latinos and blacks are more likely than the general population to access the Web by cellular phones, and they use their phones more often to do more things” (Washington, 2011). This increasing use of cells phones with internet access is where the “new” digital divide begins to emerge. Washington’s quote suggests that while blacks and Latinos have often been statistically on the less plugged-in side of the digital divide, when it comes to internet cell phone use, they have more access. However, while blacks and Latinos are increasing their use of the internet through these phones, some researchers “have noticed signs of segregation online that perpetuate divisions in the physical world. And blacks and Latinos may be using their increased Web access more for entertainment than empowerment” (Washington, 2011). If blacks and Latinos are using their access to technology for “entertainment” instead of “empowerment”, then they are still on the losing side of the digital divide. The digital divide is more than just access to technology; it includes access to the benefits technology offers in terms of academic and economic mobility and success.

The article references Anjuan Simmons, an engineer and technology consultant who is well plugged into the digital world, and his “[hope] that blacks and Latinos will use their increased Web access to create content, not just consume it” (Washington, 2011). Creating content implies being actively involved in the realm of technology. Using technology to further oneself academically and economically presents opportunities to not only use technology, but to contribute to its growth and development. The education system needs to prepare students to use technology for success rather than sheer entertainment. It is easy to consume the information on the Web, to surf the internet and shop online, but it is a far more rewarding experience to actively engage with the Web and the reap the educational and economic benefits it can offer.

While cell phones do provide internet access, having and using a computer is still important for equalizing technology use. Washington quotes a Pew research specialist, Aaron Smith, to further this point. Smith states, “research has show that people with an actual connection at home, the ability to go online on a computer at home, are more engaged in a lot of different things that people who rely on access from work, a friend’s house, or a phone” (as cited in Washington, 2011). Creating and updating a resume, and finding online tools to that offer hints about how to do that, is an example of a task that is easier from a computer instead of a mobile device. Phones are convenient for entertainment, but it is important to realize they are not a substitute for having access to a computer.

Finally, the article quotes Peter Chow-White, an author and assistant professor, who said, “As long as you have structural inequalities in society, you cannot expect to have anything less than on the Internet…The Internet is not a separate space from the world, it’s intricately connected to everyday life and social institutions” (as cited in Washington, 2011). To ensure equality, social institutions, like the education system, need to prepare students equally. The education system needs to focus more attention on teaching students to be comfortable with technology, and it needs to stress the importance technology can have on the academic and economic success.

"Ritmo Records owner Miguel Amador meets with customer Ramon Corona in one of his two stores in Camden, N.J. Five years ago, the majority of his revenue came from music CDs. Now his mobile device sales are up 50 percent from last year" (Washington, 2011).

Reference: Washington, J. (2011, Jan.). For minorities, new ‘digital divide’ seen. USA Today. Retrieved from http://www.usatoday.com/tech/news/2011-01-10-minorities-online_N.htm .

Cell phone image from chinacellphones.net

"Tech Talk", a Step Towards Limiting the Digital Divide

The digital divide is a concern in America’s classrooms. Overcoming the digital divide should be a priority for teachers and especially for teachers with high percentages of minority, foreign language speaking, and low-income students. In an article that encourages the elimination of the digital divide, Patricia A. Young suggests that “tech talk” is one of the most beneficial approaches to encouraging students to become active participants in the world of technology. Her article is titled “Empowering Minority Students Through Tech Talk” and gives a well detailed explanation of techniques teachers can incorporate into their classrooms to enhance the technological skills of all students, including minorities.

Young explains that “tech talk is the active use of computer lingo to communicate” (Young, 2002, 46). Young furthers the definition of tech talk when she states that “tech talk is the language of communication used in the technology industry” (Young, 2002, 46). In these two statements Young refers to tech talk as a language (or lingo); tech talk should therefore be taught as a language. Each student will learn this language at different speeds and tech talk needs to be used frequently and thoroughly for all students to fully learn and comprehend it.

Young realizes the importance of tech talk for all students but her article focuses on the importance of minority students’ exposure to extensive tech talk, “using tech talk with all students, but particularly with minority children, is imperative to their acquisition of language and their future in this technologically driven society” (Young, 2002, 46). This statement acknowledges that while all students need to be well versed in tech talk, it points out that minority students, and I would go so far as to say students with a first language other than English, particularly need educated about the jargon of technology. With increased knowledge of tech talk, minority students gain comfort and confidence with both technology and the language that surrounds that technology.

In order to use tech talk in the classroom, teachers need to make sure they are comfortable with this form of language and should remember that “consistent repetition helps you become comfortable with speaking, writing, and teaching about technology. This comfort level enhances your ability to use technology. Students notice your ease of using tech talk, and they become more comfortable” (Young, 2002, 47). Frequent use of tech talk is a way to help students gain confidence in using this new language of technology in the classroom. I would add to Young’s above statement and include that a teacher should also acknowledge his or her own questions about new technology within the classroom, students will then learn it is okay to ask questions about technology. Technology develops and changes quickly and it is important for students to know that “tech talk” is a constantly developing language that students can inquire about without looking foolish or underprivileged. Young suggests that with some conscious effort, “tech talk can become an integral part of the classroom discourse” (Young, 2002, 46). Once tech talk becomes part of the classroom discourse students can feel at ease with learning technology and the digital divide can begin to decrease.

Young encourages teachers to use tech talk and gives real world examples and recommendations for ways to incorporate tech talk into lesson plans; she recommends teachers “provide opportunities where students produce things with technology. For example, students can publish a class newsletter and distribute it throughout the school. They could produce videos as an extension activity to a lesson. Or using hypermedia-authoring programs like KidPix, Hyperstudio, or PowerPoint, students could create presentations, class hypermedia books, or other learning activities. Again, students should be allowed to incorporate things specific to their prior experiences, culture, language, community or ethnic identity” (Young, 2002, 48). I found this lengthy passage insightful because it encourages combining technology and each student’s culture. This allows students to learn the new language of tech talk while connecting to the comforts of their own cultures. The education exercises and activities Young listed can also grow as technology changes and develops over the years. Young emphasizes the importance of teachers staying up to date on new technology and constantly striving to incorporate that technology into their classrooms. Incorporating technology into the classroom and pairing it with extensive tech talk in order to enhance the technological skills of students is one means of decreasing the problematic digital divide.

I have discussed earlier in this blog that students with a second language other than English are particularly hindered in the realm of the digital divide; this article gives some ideas and suggestions about ways to help those students with limited technology access. As students learn how to talk about RAM, short-term storage, java scripts, htmls, gigabytes, AJAXs, operating systems, PC’s, Macs, etc. they gain confidence with technology and are viewed as technologically literate citizens qualified and prepared for a work-force firmly grounded in technology.

Reference:
Young, P. (2002). Empowering minority students through tech talk. TechTrends, 46(2), 46-49. Retrieved from ERIC database (EJ654206).


A Clip of the ultimate tech talk master...




courtesy of Saturday Night Live and Hulu
(While Nick Burns might not be the most the most reliable source, this clip does show that computer lingo is its own language and it's a language that is important in the work force and must therefore be taught in our schools.)

The Digital Divide and Latinos

I recently wrote an analysis for this course about the digital divide and the English-Only Movement. During the research for that analysis I ran across some other interesting sources about the digital divide and foreign language speakers. The Pew Hispanic Center had a particularly interesting report about Latino use of technology. The article, “The Latino Digital Divide: The Native Born Versus the Foreign Born”, has some startling statistics that explain and exemplify the digital divide between Hispanics and non-Hispanics. This article justifies the claim that something must be done to decrease the digital divide; especially between Spanish-speaking and English-dominant citizens.

First, the report states the unfortunate fact that “technology use among foreign-born Latinos continues to lag significantly behind that of their U.S.-born counterparts, according to a new analysis of survey data from the Pew Hispanic Center” (Livingston, 2010, 1). The analysis also points out that “Latinos are the largest minority group and largest immigrant group in the United States” (Livingston, 2010, 1). With Latinos as the largest minority and immigrant group in the US, their inclusion in our digital world should be a top priority.
This article reports a variety of facts about technology use among Hispanics. One particularly useful aspect of this article is the inclusion of cell phone use data as supporting evidence that reveals Hispanics are often on the disadvantaged side of the digital divide. Many articles seem to consider internet use as the primary basis for measuring the digital divide; however, this report acknowledges that technology is more than just getting online. The report also divides data into age groups, making it is easy to see the statistics for high school aged students, which reveals that the educational system can have an impact on the digital divide by targeting this age group’s advancement in technology use and skills. The article states, “among Latino teens ages 16-19, the native-born are more likely to use a cell phone than the foreign born [81% versus 67%], and the third generation is more likely to do so than the second generation [90%-78%]” (Livingston, 2010, 3). The statistics of cell phone use for 16-19 year old Latinos reveals an obvious divide that needs repair.

The article also includes the role of English-speaking ability and its impact on the digital divide; “another indicator of assimilation, English proficiency, is also linked to cell phone use among Latinos ages 16 and older. Some 84% of those who are English-dominant use cell phones, compared with 76% of those who are bilingual and 69% of those who use primarily Spanish” (3). That makes a 25% difference between cell phone use for English-dominant and Spanish-speaking Latinos!

The article also discusses statistics about internet use and explains how foreign born Latinos use the internet less than Latinos born in the United States. The report claims “English proficiency is also closely linked with internet use, some 87% of English-dominant Latinos ages 16 and older go online, compared with 77% of Latinos who are bilingual. This share drops to only 35% for Spanish-dominant Latinos” (Livingston, 2010, 5). This startling statistics reveals the importance of English ability in accessing and using the internet.
The report has statistic after statistic about technology use amongst Latinos and provides graphs and charts to represent their findings. Finally, the end of the article explains the methodology for this study and includes the margins of error. The numbers and graphs throughout this report really provide scientific support to highlight the concerns of the digital divide. The digital divide is a serious problem and is adversely affecting Spanish-speaking Latinos in our nation. The fact that this article does not provide suggestions for how to improve this problem only lends more credibility to the site. This report reveals the facts, it up to the government and education system to take the necessary steps to change these statistics.

Reference:

Livingston, G. (2010) The latino digital divide: the native born versus the foreign born. Pew Hispanic Center. Retrieved February 10, 2011, from

“Internet Divide Remains for Minorities” January 10, 2010

http://www.msnbc.msn.com/id/41023900/ns/us_news-life/

Visit msnbc.com for breaking news, world news, and news about the economy

A video clip on MSNBC discusses the digital divide and the impact the divide has on minorities in the United States. As this story opens, announcer Alex Witt explains the severity of the digital divide, “for many minorities the internet is still an explored frontier and the depth of the digital divide may surprise you. Only 42% or African-American and Hispanic consumers use the internet regularly. 30% are occasional users and 16% do not use the internet at all” (Witt, 2010). Witt credits these statistics to the Internet Innovation Alliance. These statistics emphasize the fact that the digital divide is currently a relevant issue in American culture. While the digital divide is often related to ethnicity, gender, or economic status, this video clip focuses primarily on the impact the digital divide has on minorities in our country. Those on the have-not side of the digital divide, in this case a high percentage of minorities, are shorted opportunity in today’s digital world. A lack of access to and use of certain technologies are a detriment to economic success in today’s culture. 

 The guest speaker in this video clip is the chairman and CEO of the Alliance for Digital Equality, Julius Hollis. Hollis explains the empowering benefits of technological access. Hollis claims he fears “that a large segment of our society will be essentially dysfunctional and disenfranchised from our economy because of the lack of understanding of how informative the digital technology is in terms of broadband” (Hollis, 2010). When a portion of our society is detached from the current digital technology, the country suffers. Below average use of modern technology is synonymous with below average economic and educational contributions due to the fact that so much of the business world relies on heavy technology use. Hollis emphasizes the importance of “digital empowerment programs” to educate Hispanic and African American communities with limited access to broadband and other technology (Hollis, 2010). Hollis suggests that “if we fail to act in a progressive way, then we are in fact creating a situation which will be disastrous for our societies in years to come” (Hollis, 2010). In this statement, Hollis claims that the current digital divide is a national problem that will be a detriment to the nation as a whole if something is not done to solve the problem.

Even though the digital divide is a separate topic from the issues we have recently been discussing in class, it unfortunately ties in very closely with the concept of Standard English and English Only classrooms.

Earlier in class we discussed the idea of Standard English and the expectations to use this form of English in most professional settings. In my opinion, Technology is a sort of offshoot of Standard English. If someone goes into a job interview, they need to be able to talk the talk of technology. An individual needs to know how to efficiently not only use the internet, but modern software and upcoming technologies as well. If someone is raised within a household or community that only offers limited access to the internet and the technology that comes along with it, that person is at a serious disadvantage for gaining employment. Technology is a language that  students must know how to speak if they hope to succeed in today’s business world and the MSNBC clip discussed above supports the claim that minorities, those with either strong dialects or those with English as a second language, are some the people most hindered by the digital divide. Unfortunately, these are also the people that are neglected by our educational systems as we discussed in class the last couple of weeks. A change needs to be made in our educational system both to accommodate to African American dialects, English as a second language learners, and students with limited access to technology if equality within the classroom is ever going to be achieved.

Witt ,A. (Interviewer) & Hollis, J. (Interviewee). (2010). Internet divide remains for minorities. MSNBC. Retrieved from http://www.msnbc.msn.com/id/21134540/vp/34793083#34793083.

Here’s a link to Alliance for Digital Equality, Hollis' organization's website:  alliancefordigitalequality.org

Also, here is another clip regarding the digital divide and urban communities: 

Judy Block’s “Distance Education and the Digital Divide”

As I begin to explore the topic of the digital divide, the first step is figuring out what the digital divide really is and how it relates to education. I found Judy Block’s article, “Distance Education and the Digital Divide: An Academic Perspective”, and it gives a nice foundation for understanding the digital divide and how it works in the classroom. Block gives an adequate introductory explanation the digital divide, and explains why the divide is currently an obstacle for the Education System. Block also focuses her essay on stressing the importance of administrators and policy makers ensuring that the digital divide is closed. I found Block’s essay extremely helpful in supplying a general explanation of the digital divide; however, I also found the essay to be a little overly simplistic as it focuses so much attention on the internet based digital divide as the greatest obstacle for those with limited technology access.

First I would like to further explain the way Block defines the digital divide. Block states, “the digital divide has generally been defined as the gap in access to technology by socioeconomic status, race, and/or gender” (Block, 2010, para. 1) Block’s paraphrase of the definition of the digital divide concisely expresses that the digital divide is the different amount of “access” certain people have to “technology”. In this explanation “access” refers both to the actual use of technology, as well as a full understanding of technology. Simply having a laptop does not ensure having a full understanding of everything the laptop can really do. “Technology” is also a broad term that can refer to an actual device, as well as the programs, websites, and software that can be accessed through that device.

After explaining what the digital divide is, Block spends the majority of her essay explaining that the digital divide is detrimental for people, particularly students, with limited technological access because today’s world relies so heavily on technology, particularly computer based technology; Block writes, “information is knowledge and knowledge is power. Today’s society has shifted from an industrial society to an information society” (Block, 2010, para. 2). The idea that information is inevitably power reiterates the idea that those with the most access to information have will become more influential and successful; therefore, students on the limited side of the digital divide have lowered chances of future success.  

After Block explains the detrimental effects of the digital divide, she concludes her essay by stressing the importance of teaching technology and making sure that funding and educational policies encourage constant advancement in the field of technology laden curriculum. Block writes, “The solution to the issue of digital inclusion is one of working together to create open education and bridge the technological divide” (Block, 2010, para 13). Block specifically mentions a few of the ways people can “work together” to decrease the digital divide,   “administrators can…[institute] educational programs intended to bring competency skills of searching the Internet” (Block, 2010, para. 13). In the past two quotations Block is calling for some sort of action and providing examples of possible solutions to the issue of the digital divide. However, her focus on “searching the internet” is the part of the essay I mentioned as a little simplistic in my opening paragraph.

Throughout Block’s essay, I agree with her comments about the digital divide being a problem for students, and adults, with limited access to technology. Her focus on the internet though, detracts from her argument. In the United States today there is fairly wide access to the internet. Even poverty-level students can have access to the internet at school or at the public library. Computers and accessing information on the internet no longer seem to be the main component of the digital divide. In today’s technological world it seems that smartphones, Ipads, and the more complex software systems that go along with computers that create the digital divide. At one point in her essay Block references an article by Mossberger, Tolbert, and Stansbury that particularly emphasizes Block’s limit to the definition of the digital divide. These authors write, “The lack of fundamental technology-related skills—such as using a mouse and typing, using e-mail, locating information on the web, and using word processing and spreadsheet programs—is a clear indication of the need for policy attention to this issue” (Mossberger, et. al.,  2003, p. 38). Technology skills, like the one mentioned in this quote, are unarguably fundamental and necessary in today’s world for almost any job, and educational policies should ensure that these skills are met as students pass through the Educational System; however, the policies put in place need to not only make sure students know how to use the current basic computer technology that students can access at the library, they need to make sure that students will be comfortable using the new and developing technology that will be fundamental in the work place in the future.

Block actually does touch briefly on preparing students for the changing and developing technology when she comments on the difficulty of funding certain programs to ensure technology education. She mentions The Telecommunications Act of 1996 and writes “[The Act] was supposed to redress the digital divide between the advantaged and disadvantaged schools and school systems. The Act required that every classroom be wired, but technology changes rapidly. Strong leadership is essential in the quest for digital equity” (Block, 2010, para. 6). If Block would have put more emphasis on developing this point she would have had a stronger final argument in the eyes of today’s reader. The fact that “technology changes rapidly” means that authorities need to continually look for ways to further narrow the digital divide. Simply because students have access to computers and the internet, the main focus of Block’s article, does not mean that the divide has been closed. Today we see more technology than ever and this new technology creates new gaps in the digital divide and we seem to be a long way away from narrowing the gap that keeps students technologically unequal.

Block, J. (2010). Distance education and the digital divide: an academic perspective. Online Journal of Distance Learning Administration, (13)1. Retrieved from http://www.westga.edu/~distance/ojdla/spring131/block131.html

 Mossberger, K., Tolbert, C. & Stansbury, M. (2003). Virtual inequality: Beyond the digital divide. Washington, D. C.: Georgetown University Press.