Digital Inequality Outline

I. Definition / Discussion of terms

There is a continuous drive for 21st century learning. States are now starting to require the use of technology for learning resources which students can use anytime and anywhere. Unfortunately, the issue that arises is that students may not have access to these resources. There may be inequalities between individuals, households, businesses, and geographic areas at different socioeconomic and other demographic levels. With digital inequality occurring everywhere, budgets may have to change to accommodate the needs of these students. A group of educational technology students have come together to research digital inequality. They are placed in a scenario in which they were provided with funds to improve and address digital inequalities. As members of a Digital Inequality Task Force hired by the Superintendent of Public Instruction, they are to address seven options and suggest other possibilities. Before they make their ultimate decision they decided to define digital inequality. In order to define digital inequality it is beneficial to first explain digital divide. Digital divide is the gap between those who have regular, effective access to digital technologies and those who do not (1). For instance, digital divide refers to any inequalities between groups in terms of access to or knowledge of information and communication technologies (ICT), whereas digital inequality encompasses the differences in formal access to the Internet amongst a population (2). Statistics show that the use of computers in and out of school is soaring. The U.S. Census Bureau took a survey in 2003 on the number of students using computers at home versus at school. The results show that students use of computers at home was sixty-eight percent and computer use at school was eighty-three percent (3). This shows that something must be done to provide those who do not have computer access at home to profit from the booming technology. REFERENCES 1) Hargittai, E. (2003). The digital divide and what to do about it. New Economy Handbook, 821-839. Retrieved from http://www.eszter.com/research/pubs/hargittai-digitaldivide.pdf 2) DiMaggio, P., Hargittai, E., Celeste, C., & Shafers, S. (2004). From unequal access to differentiated use: A literature review and agenda for research on digital inequality. Social

Inequality, 355-400. Retrieved from http://www.eszter.com/research/pubs/dimaggio-etaldigitalinequality.pdf 3) DeBell, M., Chapman, C. (2006). Computer and Internet Use by Students in 2003: Statistical Analysis Report, 53. Retrieved from http://nces.ed.gov/pubs2006/2006065. pdf

II. Ranking of options given

OPTIONS Install computers in all public libraries in the state and expand the hours when the computers are available. PROS -Free computer usage for all -Free internet access CONS -Technical assistance must also be hired -Must provide funds for maintenance -Rising computer software fees RANKING 1 - This option was ranked highest because the public library system is the most convenient way for families to access computers. Most public libraries already have computers available. 2 - This option was ranked 2nd because, after the public library, public schools are also convenient to most families. Some issues arise during school hours though, when computers may not be available to the public. 7 - This option was ranked last. Although it would help most families to have computers, if they cannot afford Internet service or other programs, it may not be of much use. Also, without proper education, it may not be a good investment. It would

Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.

-Provide more jobs -Free internet access

-May condone loitering -Must provide funds for staffing & maintenance

Provide individuals in disadvantaged communities with computers.

-Provides an equal opportunity -Provides access to online learning institutions

-May not know how to use them to their full potential (may have to provide training) -May still not have Internet access

be better to invest in the already available public access computers. Provide high-speed Internet and mobile access for all state residents. -Better communication -Creates opportunities for internet based professions -More technical issues may arise -Individuals may not have access to devices (computers, etc) -State and county infrastructure may not be in place to provide access. -Not necessarily better quality -May still not be affordable. -May raise prices for non-subsidized customers 6 - This option was ranked 6th. Even if Internet was provided for all state residents, individuals may not have access to computers or other devices to use the Internet. It would also be a very costly option. 5 - This option was ranked 5th. Low-cost Internet would help more families connect, but it still may not be affordable for all residents. It would be a more economic option than providing free Internet access. 3 - This option was ranked 3rd. It would be beneficial to have patrons who can use the technology appropriately and productively in the public library or school setting. 4 - This option was ranked 4th. Although, the benefit of educating the community is great, this option would not help those who do not have access to the Internet or other devices.

Subsidize Internet Service Providers to provide low-cost Internet to all state residents.

-More residents will be able to take advantage of the service

Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.

-An educated community provides a safer & influential society -Learning technology skills may help to provide additional job opportunities

-Not necessarily free to all -If individuals do not have access, then it does not provide equal opportunity

Develop free online -Educating society educational content, -Content could giving first priority to provide jobs training content most relevant to lower socioeconomic groups before content that is relevant to the rest of the public.

-Not available to all -Individuals may not have access to Internet/devices

III. Other alternatives

-Use the money through the public schools in an attempt to purchase devices for lowincome families. Families could apply for a loaner computer to use throughout the school year. -Combine several of the above options to provide public computer access along with a course about appropriate use. In order to access public computers and Internet, patrons would be required to attend appropriate use training. -Work with local computer shops and computer recycling vendors to provide refurbished computers to low socioeconomic individuals at little or no cost. -Begin a donation program so business sector companies can donate their old technology to local charitable organizations (Goodwill) or community centers. IV. Conclusion Digital inequality occurs when certain individuals or groups have less access to digital resources than others. The items discussed in this presentation are potential solutions being considered by states facing this issue. After considering and evaluating these options, our team ranked the solutions based on value, ease of implementation, and probability of success. We believe the most cost-effective solution is to make use of the public access computers that are already in place in libraries and schools. Our team also believes that digital education is very important; providing courses and educational content is a key to investing in digital equality. We do not believe that providing reduced-priced, free computers, or Internet will be cost-effective or beneficial if recipients are not trained. In conclusion, our team agrees that combining public computer access with appropriate use training will be the best course of action to address the issue of digital inequality.