With computer literacy becoming an increasingly important skill in college and the workforce, middle schools and high schools across the nation must prepare students to meet modern expectations. This is a major challenge for underfunded districts where money is sparse and the costs of equipment, high-speed Internet and training seem out of reach. But the digital divide, the gap between those who have access to computer technology and those who do not, will not go away without school investment. Although funding for critical programs is often at stake, school district representatives must decide whether it is their ethical responsibility to integrate computers into their curricula. Due to the growing digital access gap, the answer to that question should be a resounding ‘yes.’
The myriad costs associated with providing classroom computers prevent many budget-strapped administrators from adopting a new, technology-focused teaching approach. It is understandably difficult for school administrators to ask teachers to utilize digital tools if investing in technology means putting off faculty raises. Unfortunately, the digital gap will continue to widen if it is not addressed, and administrators need to prioritize the use of modern equipment.
Nice computer labs are no longer the bar in most middle schools and high schools. It is the norm for teachers to incorporate technology into the classrooms, allowing students to participate in lessons by working on computers individually or in groups. Many schools are also transitioning to one-to-one (1:1) curricula wherein all children are assigned a laptop or tablet they can use in the classroom or at home. To truly prepare students for the road ahead, schools must move beyond labs and into teaching spaces, encouraging instructors to assign tasks that involve computers.
Long-term training is the most important outcome of computer-rich learning environments. But digital investments also pay off in the short term, as teachers benefit from organizational tools, immediate feedback and ‘differentiated learning’ applications. For example, teachers can customize lessons to meet each student’s level of understanding by asking the class to watch videos or complete assignments and answer questions on their own. Depending on their speed and results, software and online applications will provide students with new content, give them time to complete work or offer review assistance on confusing sections. Accounting for the individual needs of students is much more difficult when one message applies to a diverse classroom.
Low-income schools need more than equipment to close the gap, so it is crucial that administrators introduce digital learning practices quickly. In addition to computers, they must provide high-speed Internet that can handle modern digital requirements. Schools need significant bandwidth for students throughout the school to go online, participate in interactive assignments and watch videos at the same time. With fewer than 20 percent of educators believing their schools offer Internet connections that satisfy their scholastic needs, connection is a problem, especially in rural areas where Internet Service Providers offer few affordable high-speed options. According to the Federal Communications Commission, 41 percent of rural schools could not obtain high-speed connections if they tried.
The federal government has stepped up and made significant strides to help underprivileged schools obtain high-speed Internet and digital learning tools. In 2013, President Obama introduced the ConnectEd initiative to provide teaching assistance and high-speed Internet to schools and libraries across the country, paying particular attention to rural regions. He lauded North Carolina’s Moorseville Graded School District and its Superintendent Mark Edwards for adopting a digital curriculum despite limited resources. Several years after Moorseville schools provided a device to each student in grades 3-12, their graduation rates increased by 11 percent. Although the district ranked No. 100 of 115 in terms of dollars spent per student it had the third highest test scores and second highest graduation rates.
Investing in eye-catching technology and updating curriculums is not easy for all districts. The combined costs of new equipment, high-speed Internet and teacher training are difficult to cover when schools have other issues to address. As Kevin Welner, a director of the Education and the Public Interest Center at the University of Colorado at Boulder stated: “If you’re at a more local level trying to find ways to simply keep from laying off staff, the luxury of investing in new technologies is more a want than a need.”
This is an understandable problem, but seeing technology as a want rather than a need is an outdated mindset. School districts should make digital curricula a priority rather than a novelty. When budgets cannot be rearranged, schools can join together to purchase equipment at reduced bulk pricing and seek funds from communities and businesses. Major companies, such as Best Buy, offer direct assistance to schools while various nonprofits partner with corporations to secure academic resources.
Before they decide to put off investments in digital education, district superintendents should remember that they face numerous obstacles as they work to close the digital divide. Underprivileged students who are not exposed to digital education in the classroom are likely to be hampered by limited equipment and Internet access at home. According to the Pew Research Center, approximately one-third of households with annual incomes under $50,000 and children between the ages of six and 17 did not have access to high-speed Internet. Any computers help, but schools are the primary point of exposure for many students, making it particularly important to have well-equipped classrooms and trained teachers.
Occasional investments in computer labs only scratch the surface of the problem; so sporadic splurges offer limited results. To bridge the divide, district representatives must dedicate themselves to bringing computers into the classroom. Those who prioritize other issues are not being fair to today’s students. Los Angeles Unified schools Superintendent Ramon Cortines made headlines in February when he reversed his predecessor’s popular promise to give each student, teacher and school administrator an iPad. “We've evolved from an idea that I initially supported strongly and now have deep regrets about,” he stated, adding that a more balanced approach to spending was necessary. Ultimately, both the iPad initiative and faculty raises were put off, and, more importantly, one more class of students failed to receive sufficient digital training.
Integrating technology needed to bridge the digital divide should be a priority for administrators in all middle schools and high schools. Despite the numerous financial problems in low-income areas, school and district administrators must realize that digital curriculums are an ethical priority, even when it means putting off other school problems and seeking out outside revenue. When you’re on the wrong side of the gap, digital access is a major burden, and schools need to chip away at its ongoing cost.
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