I’m privileged to work in a school with total access to technology – both on the part of myself as the teacher but also on the part of the students, who each have laptops. As I read the description of Access Academy in Hicks and Hawley Turner’s work (2013) I really felt that I was reading a description of my school, possibly right down to the part about adding technology at the end of a unit as an add-on. Because of this ubiquitous access I have not experienced the traditional definition of the digital divide. However, as Warschauer and Matuchniak (2010) point out, there really isn’t any digital divide in terms of access to information across the country, rather it is digital literacy and comfort.
In terms of literacy and comfort I do see a variety of ability levels within my students and have seen the consequences when I assign digital tasks to students who have very little experience with the new laptop they purchased. As Warschauer and Matuchniak (2010) point out, a laptop program is an excellent way to get students who are usually unable to access technology and the literacy that comes with it. I will add a second point – a laptop program also requires the time and ability of teachers to ensure that students are able to develop this literacy without it impacting their studies.
References
Hicks, T., & Hawley Turner, K. (2013). No longer a luxury: Digital literacy can't wait. English Journal, 102(6), 58-65. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1026-jul2013/EJ1026Longer.pdf
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.
In terms of literacy and comfort I do see a variety of ability levels within my students and have seen the consequences when I assign digital tasks to students who have very little experience with the new laptop they purchased. As Warschauer and Matuchniak (2010) point out, a laptop program is an excellent way to get students who are usually unable to access technology and the literacy that comes with it. I will add a second point – a laptop program also requires the time and ability of teachers to ensure that students are able to develop this literacy without it impacting their studies.
References
Hicks, T., & Hawley Turner, K. (2013). No longer a luxury: Digital literacy can't wait. English Journal, 102(6), 58-65. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1026-jul2013/EJ1026Longer.pdf
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.