Digital Divide Essay

The term digital secernate emerged in the mid-1990s to describe the crack that exists between individuals who have rile to engine room and those that do not have approach shot (Eamon, 2004). Computer engineering science has transformed advanced(a) society in profound ways (Behrman & Shields, 2000). Everyday society exposes citizens to applied science in some form. Citizens mingle engine room into common tasks such as signing into work, paying bills, shopping, paying taxes, and even reading the local newspaper publisher (Behrman & Shields, 2000).The increasing integrating of engineering science into society ca single-valued function cultivate systems to be more(prenominal) resolute about including technology in every classroom. discipline leaders gener totallyy agree that ingress to technology prepargons collarers to succeed in the 21st century (Bell, Judge, & Puckett, 2006). Other researchers point out that increasing entry to technology in the classroom environ ment does not ensure schoolman improvement. These researchers point out that there ar confines to the advantages that technology offers.A meta-analysis by Crismann, Badgert and Lucking (1997) involving 27 studies concerning pedantic act of students who received traditional classroom schooling or traditional classroom instruction with technology integration showed fire results. On average, students receiving technology inf usanced instruction attained higher academic achievement than 58. 2 percent of those in traditional classrooms (Page, 2002). The digital divide addresses social differences that correlate to the directional outcomes of students.Such differences raised concerns about the emergence of the digital divide between the children on one side who are eudaimoniaing from technology and the children on the other side who the lack of technology vex leaves canful (Becker, 2000). Key Terms and Definitions 1. Application data processor software overly called a progr am 2. Broadband a type of data transmission in which a single wire can carry several conduct at once. Broadband technology can transmit data, audio, and video all at once over long distances. 3.Chat real time, text-based dialogue in a virtual environment 4. Digital Divide the gap between those with regular, impelling entrance fee to digital technologies and those without 5. Digital Technology machinery and computer equipment go ford for practical and informative purposes 6. Learning Portal any vane site that offers learners and organizations consolidated access to learning and training resources from multiple sources 7. multimedia interactive text, images, sounds, and color 8. Network two or more computers that are affiliated so users can share files and devices 9.Online a computer communication with another computer 10. sphere Wide Web (www) a in writing(p) Internet tool that provides access to homepages created by individuals, businesses, and other organizations Statement of guesswork seekers define the digital divide as discrepancies in technology use and access in learning environments based on ethnicity and socioeconomic military position (Pearson & Swain, 2002). School systems and government programs supply technology equipment and software to United States schools in effort to constraining the digital divide.Nearly every school is straight equipped with computers, and over two-thirds of our nations children have access at home (Shields & Behrman, 2000). Equal access and supply cannot close the digital divide alone. instructors need adequate training on selection of technology and integration of technology. Teachers, parents, and students essential fabricate technology literate in pasture to close the digital divide. Review of Literature Advantages of Technology and academic PerformanceThe digital divide influences academic performance because limited student access to technology minimizes experiences and knowledge needful to succeed academically. Computer based technology contributes to childrens academic achievement. Researchers associate having a home computer to better academic performance (Jackson et al. , 2006). Schools play a critical role in providing access to computers to students who do not have home computers. Teachers can have a profound effect on the digital divide by blow-by-blowly examining how and when technology use is necessary.Regular use of technology in the classroom directly contributes to student achievement, both by making students more effective in their learning and teachers more efficient in their teaching. Teacher education should not focus on technology alone, but on its alliance with the curriculum. In stray for this alignment with the curriculum to take place, more computers essential be available for students use. Technology containd into the curriculum increases students time on task and extends learning into the home, beyond the traditional school day (Shield & B ehrman, 2000).Classrooms benefit from the advantages of technology if planning is efficient and effective for a particular root word of students. Students mustiness understand that the use of technology within lessons supports productivity. Technology is a tool that students use for learning, research, networking, collaboration, telecommunications, and problem solving. Technology lessons must be meaty and engaging for students to improve academic performance. Teachers are able to shift student learning from memorizing answers to questions to knowing how to find answers.Activities that encourage students to use technology outdoors of the classroom such as apply the technology lab, school media center, or local public library lay out students for coming(prenominal) educational experiences. victimization technology for academic tasks plays a positive role in student achievement (Wenglinsky, 2005). If students participate in authentic technology enhanced activities on a regular b asis, these activities will offer students the support they need to become learners that are more proficient and possibly speciate the divide. Limitations of Technology and Academic PerformanceThe level and musical note of the student interactions with technology can limit the academic advantages that technology offers. Students must be able to use computers for more than web-surfing, chatting, game playing, and participating in low-level view activities. Student interactions with computers must be quality interactions that allow students to do research and create authoritative multimedia products. Although 99% of public classrooms have access to computers, many students are not meeting the technology standards set by the National educational Technology Standards (Morgan & VanLengen, 2005).While technology exposes students to activities that allow them to use higher order thinking and problem solving techniques, they still prefer to engage in non-academic activities on the Inter net. Becker (2000) states that most student Internet activities were recreational in record such as email, chat rooms, web-based games, web surfing, and listening to music. some childrens activities on the Internet appear to be for entertainment purposes sort of of educational purposes.While the Internet crumples students access to an array of educational tools, it to a fault gives them access to non-academic somatic. Teachers often have trouble monitoring student use of appropriate websites, electronic mail messages, instant messages, and live chat rooms. Without careful observation, students can easily use school time to access material that is inappropriate for children and will not improve academic improvement. Even if teachers aright monitor students, they may not benefit from having access to computers in the classroom. Research by Lilia C.DiBello (2005) states that many teachers have not been properly trained to integrate technology in the classroom. While teachers may be comfortable with navigating divers(a) types of software, they often have trouble follow uping the technology to meet technology standards (DiBello, 2005). Teacher preparation programs now require future teachers to take a technology course as a graduation requirement. However, technology is rapidly changing and school systems offer few opportunities that allow teachers to keep up with the changes mod technology brings.When teachers are not willing and not prepared to integrate technology into their classrooms, they often fail to prepare students to perform authentic tasks using the computers. Teachers often use computers for low-level thinking activities such as physical exertion and course session (Pearson & Swain, 2002). fit in to Pearson and Swain (2002), students in high-poverty schools use computers for drill and execute 35% of the time, as opposed to students in low-poverty schools, who used computers for drill and practice 26% of the time.Schools who are below the poverty line are also more often to use computers for remedial purposes instead of higher order thinking skills. Teachers rarely teach students to use the computers to answers questions that they ask, research topics, or to prepare multimedia projects that coincide with the contentednesss they have learned in the classroom. Importance of close the Divide The digital divide exists both valuedly and qualitatively. Gillan (2003) supported that quantitative gaps exist in schools and families where there is not enough access or time spent with technology.Qualitative gaps refer to selection of appropriate applications and quality training. Many studies have drawn the conclusion that the backbone factor in closing the digital divide may not be access alone. As years have passed, attention moved away from who is connected to the question of who is served. It is primary(prenominal) to consider that the upper-to-middle classes are given high-quality access to technology because technolo gists are hard at work creating solutions designed just for them. According to Morgan and VanLengen (2005), most affluent students use software that requires the use of critical thinking skill.Less affluent students predominately use drill and practice software. Many school officials feel that technologists ignore solutions for the poor. The result is often that schools give the poor low-quality access that could actually hurt them and, in some sense, widen the divide. Because of the continued influences of technology on society, the United States must address the digital divide and implement strategies to narrow the gap. It is imperative to focus on what can be through with(p) if needs cannot be met. Students that are technology savvy have pregnant advantages over their peers.Students with limited technology skills will not have the aforementioned(prenominal) educational or logical argument opportunities and information that will be necessary for full and knowledgeable particip ation in society. Leaders should not subject students to the wrong side of the digital divide just because computer access at home is limited or none. It is the responsibility of the schools and communities to help narrow the gap. The schools are the primary source of computer access. Schools can promote digital equity for young children by including access to computer resources used in developmentally appropriate ways (Judge, 2005).The digital divide has consequences that extend beyond the school. If the digital divide was only a matter of unequal access to equipment, closing it would simply involve duplicating the resources of wealthy schools in poorer schools (Riel, Schwartz, & Hitt, 2002). Educators need to learn the basics of information literacy searching, evaluating materials for quality, risk assessment, and equally important privacy protection. These skills go beyond online behavior to include mass media and everyday communications.Conclusion It is the job of educators to p lan technology-integrated lessons that are appropriate for the particular group they are teaching. Educators must have knowledge and skills to integrate technology into meaningful activities of interest and relevance to children. Educators need to be aware of the advantages and the limitations of technology for all students. The primary key to closing the digital divide is investment in literacy and education. The biggest barrier to use of digital technology is lack of skills.It is possible that the next generation of the World Wide Web, referred to as Internet, emphasizes the need to go beyond text to give users a sensory experience of the web. Some governments are exploring the use of carrel phones, and applications like voice recognition technology or use of ocular icons on various devices. The implications for closing the digital divide are important to society. Closing the digital divide will offer educational advantages, future employment and earning opportunities, chance f or social and civic involvement, equity, and civil rights for all.