Voxer Chat #3
Link to: Voxer Chat #2
Link to: Voxer Chat #1
BYOD and its Effects on the Digital Divide, Digital Citizenship & Internet Safety
Link to: Voxer Chat #2
Link to: Voxer Chat #1
BYOD and its Effects on the Digital Divide, Digital Citizenship & Internet Safety
EDL 577
This Voxer chat focused on the importance of educator awareness of the facets of the digital
divide and addressing them in the classroom.
The previous chat posted by Christi King piqued my interest in the topic of the effect of the digital divide specifically on minorities. The information provided, combined with recent research about instruction in digital citizenship decided the direction of this module’s voxer chat. Schrum and Levin (2015) explain that the digital divide is comprised of two elements, the access to technology and the competence to use it appropriately. This dichotomy is supported by Conceicao and Martin (2016) and Huffman (2018). Conceicao and Martin describe the digital divide as a “gap in the intensity and nature of IT use rather than the mere access to it” (p.25), adding to the original focus of the presence of technology.
The infographic posted by Christi King displays the inequity of digital access and instruction on minorities, a statistic which naturally raise the questions why is this the case and how can we fix it? Fairlie (2014) concluded that people of color were less likely than white people to have a computer or internet in the home. Prieger (2015) found that people of color were more likely to access internet from a mobile device. Limited or non-existent access to technology in the home is a detriment to full participation in society.
In terms of narrowing the digital divide and its disproportionate effect on minorities, experts point to education. Conceicao and Martin (2016) provide a comprehensive list of possible educational interventions to ameliorate the discrepancy, including curriculum that focuses on cell phone use. Huffman posits that digital citizenship education addresses a lack in competence and confidence using technology. Education and awareness are the suggestions of Schrum and Levin (2015) to create equitable use of technology by all students.
The conversation started about the digital divide continued to address the inequity in both access and use of technology. Lisa Lavender brought up an interesting point about technology use not just by students, but parents as well:
After discussing the digital divide and its effect on students, we also addressed solutions or steps in the right direction. Awareness of the inequity is the first step in its resolution, requiring much more attention for complete rectification. The ideas that we discussed are practical in implementation, including wireless access on school buses and partnering with companies to provide internet at lower cost for families in need. Christi King summarized these ideas perfectly.
Reflection on Voxer Use:
The Voxer tool allows for classmates to collaborate in a linear fashion, analyzing details of the chosen topic. I really enjoyed listening to the initial recordings of my peers and following up on my own information when asked for clarification. I recognized that my original idea for my voxes did not always dictate the direction of the conversation, and was encouraged by the perspectives of my colleagues. The difficulty with the linear nature of the discussions was the lack of opportunity to comment on others' specific comments, instead having to address questions one after the other. If it were possible to make this adjustment, the organization of conversation and sub-topics would be much easier to follow. Overall, the tool was useful for collaboration and encouraged discussion between classmates that may not have happened otherwise, due to the strategic nature of grouping.
The conversation started about the digital divide continued to address the inequity in both access and use of technology. Lisa Lavender brought up an interesting point about technology use not just by students, but parents as well:
Reflection on Voxer Use:
The Voxer tool allows for classmates to collaborate in a linear fashion, analyzing details of the chosen topic. I really enjoyed listening to the initial recordings of my peers and following up on my own information when asked for clarification. I recognized that my original idea for my voxes did not always dictate the direction of the conversation, and was encouraged by the perspectives of my colleagues. The difficulty with the linear nature of the discussions was the lack of opportunity to comment on others' specific comments, instead having to address questions one after the other. If it were possible to make this adjustment, the organization of conversation and sub-topics would be much easier to follow. Overall, the tool was useful for collaboration and encouraged discussion between classmates that may not have happened otherwise, due to the strategic nature of grouping.
References
Conceicao, S. C., & Martin, L. G. (2016). Black Men and the Digital Divide. In New
Directions for Adult and Continuing Education(Vol. 150, Summer 2016, pp. 25-35).
Wiley Periodicals. doi:10.1002/ace.20183
Fairlie, R. (2014). Race and the Digital Divide. UC Santa Cruz: Department of
Economics, UCSC. Retrieved from https://escholarship.org/uc/item/48h8h99w
Economics, UCSC. Retrieved from https://escholarship.org/uc/item/48h8h99w
Huffman, S. (2018). The Digital Divide Revisited: What is Next? Education,138(3),
239-246. Retrieved April 15, 2018.
239-246. Retrieved April 15, 2018.
Prieger, J. E. (2013). The Broadband Digital Divide and the Benefits of Mobile
Broadband for Minorities. SSRN Electronic Journal. doi:10.2139/ssrn.2258081
Broadband for Minorities. SSRN Electronic Journal. doi:10.2139/ssrn.2258081
Schrum, L., & Levin, B. B. (2015). Leading 21st-century schools: Harnessing
technology for engagement and achievement. Thousand Oaks, CA: Corwin, a SAGE
Company.
technology for engagement and achievement. Thousand Oaks, CA: Corwin, a SAGE
Company.
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