Digital Divide

 In March 2020, when the country shut down and schools moved online, the digital divide was noticeable in my classes. While some students had consistent access to a suitable laptop and reliable internet connection, that was not the case for everyone. Some students were unable to attend synchronous classes or regularly complete homework because they had to share their devices with their children or a working spouse. Others were unable to access libraries or other locations that usually offer free internet access because of lockdowns. Additionally, because students were now studying from home, some who were overseas had trouble accessing content because of local restrictions or lacking high-speed internet infrastructure.

A recent report released by the city of Toronto highlights the disparities between digital access in the city. Some key findings from the report:

·       Although more than 95% of Torontonians have access to internet at home, fewer than 40% of households with an income of less than $70 000 have access that meets the Canadian Radio-television and Telecommunications Commission (CRTC)’s target of 50mpbs.

·       Most households have access to smartphones, but those in low-income households have on average less than one computer in the home.

·       Lack of adequate technology access disproportionally affects low-income, newcomer, and BIPOC populations. (Andrey et al., 2021)

This video is from CNN (2021) highlights another key issue in the digital divide, which is that this is not only a divide caused by varying levels of access to physical technology but also varying knowledge about how to use it. Ensuring that all students, whether they are children or adults, have access to a computer and internet is great, but without the knowledge (or support of someone knowledgeable) of how to use it, it is useless.

(Image source: Wikimedia Commons)

These disparities are not new, but they were made more apparent by the pandemic. Moving forward, it’s important to consider potential lack of access when preparing lessons. While an individual may not have the power to supply their students with devices or internet access, they can design their class in an inclusive way.

So, what can instructors do? Ripton (2021) recommends that teachers first understand what access their students have, and monitoring that throughout the semester. Then, lessons can be designed with available technologies in mind. Additionally, he suggests designing homework activities in ways that aren’t heavily reliant on technologies that may not be accessible for everyone. Finally, provide access to computers, perhaps by providing access to a lab at school, or helping students learn about free options available to them (i.e. public libraries). Support these students with the digital literacy skills that they may not have.

 

 

 

References

Andrey, S., Masoodi, M.J., Malli, N., Dorkenoo, S. (2021, January). Mapping Toronto’s Digital Divide. City of Toronto. https://www.toronto.ca/wp-content/uploads/2021/07/95dc-Mapping-Torontos-Digital-Divide.pdf

EFF-Graphics. (2014). Neutrality 3 Large [[Image]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Neutrality-3-large.jpg#filelinks

McMorris-Santoro, E & Pomrenze, Y. (2021, January 23). How the digital divide is impacting online learning amid pandemic [Video]. CNN. https://www.cnn.com/2021/01/23/us/education-digital-divide-in-coronavirus/index.html

Ripton, J.T. (2021, February 5) How teachers can narrow the digital divide in their classroom. PowerSchool. https://www.powerschool.com/blog/teachers-can-narrow-digital-divide-classrooms/