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Digital equity has been a primary topic of conversation in recent years, as K–12 schools contended with students who didn’t have access to the tools and skills they needed for onlinelearning. RELATED: Educators wrestle with the real-life applications of…
Digitization has changed how we communicate, access services, and the extent of technology present in our lives. Ever since the internet emerged, we have witnessed a new reality among people: those who have access to technology and the internet, and those who don’t. Possible solutions to tackle the digitaldivide.
Their collective efforts are meeting a range of needs—from internet access to devices to social-emotional supports. Tackling the DigitalDivide with Device Deployment in Kansas City. When schools closed in mid-March, Kansas City was confronted by the region’s deep digitaldivide.
K-12 students lacked access to a working device, reliable high-speed internet or both. In the months that followed, many states and school districts mobilized, using federal CARES Act funding, broadband discounts and partnerships with private companies to connect their students and enable onlinelearning. Money is an issue.
One key problem prevalent in many low-socioeconomic communities around the nation—like San Antonio, which now has the highest poverty rate of the country's 25 largest metro areas —is the digitaldivide. Together we can close the gap on the digitaldivide. That’s been a goal at my institution.
the digitaldivide, lack of access in rural areas, weather-related disruptions, overcrowded classrooms, understaffed school buildings, bullying, and many more. While most educators and students nationwide have experienced a trial-by-fire with onlinelearning over the past several months, this didn’t need to be the case.
According to a survey from the University of the Potomac, 70 percent of students–and 77 percent of educators–say that onlinelearning is better than traditional classroom learning. It allows anyone with broadband access to become a student for life, opening new education and career opportunities.
Although some gains in high school students’ technological device and internet access have occurred since ACT first investigated the digitaldivide in 2018, device and internet access of students with lower family incomes is lagging that of students with higher family incomes,” said Jeff Schiel, Ph.D,
Perhaps the most concerning survey result is that more than half of teachers (57 percent) say they do not feel prepared to facilitate remote and onlinelearning. In some cases, immense challenges such as digital equity and limited parental support at home have had to be addressed and overcome. My favorites at bit.ly and tinyurl.
Though about 12 million students in this country still lack any internet access at all—a problem cast into relief during the pandemic—there is good news: That number is steadily shrinking. Multiple studies and surveys have documented the ever-narrowing digitaldivide. We’re going to miss this huge number—millions—of families.”
Internet connectivity is a big deal for learner equity and access. To help the country close this digitaldivide, a goal of meeting or exceeding internet access at speeds of at least one megabit per second (Mbps) per student was set by the FCC. Build autonomy, self-management and digital citizenship.
As the education sector reflects on the last months of the school curriculum, it’s clear e-learning is key to providing disaster-proof education. Onlinelearning gives proactive measures that make learning continue amidst calamities. Prioritize PD to support remote, hybrid, and in-person learning.
But more than two months after the switch to distance learning, many students still don’t have what they need. Students who haven’t had access to technology since mid-March could face significant problems, said Karen Cator, CEO of Digital Promise, a nonprofit that works for innovation in schools. “If
Along the way, we focused on five areas that we felt were necessary to serve our community of young people: Mitigate the Digital and Connectivity DivideAccess to computers and a dependable internet connection is critical to delivering any form of onlinelearning.
While administrators have gone above and beyond to address students’, parents’ and teachers’ needs when schools shifted to remote learning, it has become clear that districts were not prepared to deliver solutions that would ensure every student could embrace remote and onlinelearning. million U.S.
Onlinelearning bloomed, students helped each other, the community contributed with knowledge, moral and financial support, and social interaction was kept alive. With the help of technology and funding, we can bridge the inequality divide for better access to remote learning.
As teachers develop lesson plans, they also face lingering questions, in Maine and nationally, over the possibility of a return to remote learning and concerns about ensuring all students have access to the devices and high-quality broadband they need to do classwork and homework. 18, 2021, in Brunswick, Maine.
But for those without digital skills or access to a computer and an internet connection, it was a very different story. During the pandemic, the term ‘homework gap’ was used to describe children without reliable or any access to the internet and appropriate digital devices and who were unable to complete their assignments.
Since the beginning of the school shutdowns, there have been debates about the effectiveness of onlinelearning. Improvement needed: streamlined messaging, all resources for each student in one place that parents can easily access, tutorials for parents. Read more: Adopting the asynchronous mindset for better onlinelearning.
Organizations and coalitions including Learning Keeps Going , Tech for Learners , Google , and Digital Promise have also compiled lists of resources from various education organizations as well as available edtech products. Bridging The DigitalDivide. And, how are the children? Just fine, we want to say.
But for those without digital skills or access to a computer and an internet connection, it was a very different story. During the pandemic, the term ‘homework gap’ was used to describe children without reliable or any access to the internet and appropriate digital devices and who were unable to complete their assignments.
Only a third of those without broadband access blame a lack of infrastructure; the remaining two thirds without access say they can’t afford it, Marwell said. In 43 states, that affordability gap accounts for the largest share of the digitaldivide, according to the EducationSuperHighway report.
The biggest shift that we’re seeing is that online education has the potential to drop its “online” part and that more and more people will see it for what it is: simply education. Onlinelearning is student-centered by default, having its own advantages and pitfalls. What does that leave time for?
We have this huge digitaldivide that’s making it hard for [students] to get their education,” she said. David Silver, the director of education for the mayor’s office, said people talked about the digitaldivide, but there had never been enough energy to tackle it. Credit: Javeria Salman/ The Hechinger Report. “We
As online schooling plays an increasingly large role in education, researchers say more work needs to be done to understand and address why some families have a harder time accessing the internet. What no one talks enough about is that “we have a digitaldivide right within suburban and urban areas as well,” he said.
billion students out of the classroom , schools have been forced to make a decade of progress in onlinelearning in just a few short months. Onlinelearning has been shown to increase retention and tends to take less time. Onlinelearning has been shown to increase retention and tends to take less time.
What’s more, the metaverse itself can be accessed using a variety of devices. With that being said, metaverse learning is a relatively new concept and one that many educators are still getting to grips with. This is the basis of immersive learning as a concept. For instance, imagine a class trip to study mountain ranges.
Before the pandemic, we knew there was a digitaldivide in America. The need to close the divide can no longer be ignored because students of all ages are locked out from school – not just because of the virus itself, but from lack of an internet connection at home. Enter COVID-19. Still, the alarm bells didn’t sound.
Privacy and Student Data During these pressing circumstances, many educators are curating and sharing digital tools, strategies, and tips for remote teaching with their networks. In fact, there are so many digital tools, apps, and onlinelearning resources being shared, some educators are feeling overwhelmed.
Bridging the digitaldivide is more critical than ever. When schools across the country made the quick shift to emergency remote learning during the pandemic, many found that it exposed deficits and exacerbated existing challenges around internet access, especially in rural and high-poverty areas.
Sadly, though, the reality is that millions of Americans — in rural and urban areas alike, and including many underrepresented minorities — lack the reliable broadband connections needed to access postsecondary and K-12 education in a nation that remains in partial lockdown. Related: How to reach students without internet access at home?
.” It is true, MLTI has helped close the digitaldivide. There are schools, especially our rural schools north and east of Bangor, that the only significant access to technology students have is to MLTI provided devices. But there are two digitaldivides. This first one is the DigitalAccessDivide.
Here are five key strategies to ensure equity of access: 1. Digital inclusion and accessibility: Embrace digital tools while ensuring they are accessible to all students, regardless of socioeconomic background or ability.
.” It is true, MLTI has helped close the digitaldivide. There are schools, especially our rural schools north and east of Bangor, that the only significant access to technology students have is to MLTI provided devices. But there are two digitaldivides. This first one is the DigitalAccessDivide.
To get a sense of what the widespread closure of libraries could mean, and hear some creative ways libraries are reaching out digitally, we talked with Jessamyn West, an educational technologist who runs the librarian.net blog and is author of "Without a Net: Librarians Bridging the DigitalDivide."
Before the pandemic, we knew there was a digitaldivide in America. The need to close the divide can no longer be ignored because students of all ages are locked out from school – not just because of the virus itself, but from lack of an internet connection at home. Enter COVID-19. Still, the alarm bells didn’t sound.
Before the pandemic, we knew there was a digitaldivide in America. The need to close the divide can no longer be ignored because students of all ages are locked out from school – not just because of the virus itself, but from lack of an internet connection at home. Enter COVID-19. Still, the alarm bells didn’t sound.
Bridging the digitaldivide is more critical than ever. When schools across the country made the quick shift to emergency remote learning during the pandemic, many found that it exposed deficits and exacerbated existing challenges around internet access, especially in rural and high-poverty areas.
Bridging the digitaldivide is more critical than ever. When schools across the country made the quick shift to emergency remote learning during the pandemic, many found that it exposed deficits and exacerbated existing challenges around internet access, especially in rural and high-poverty areas.
Bridging the digitaldivide is more critical than ever. When schools across the country made the quick shift to emergency remote learning during the pandemic, many found that it exposed deficits and exacerbated existing challenges around internet access, especially in rural and high-poverty areas.
Bridging the digitaldivide is more critical than ever. When schools across the country made the quick shift to emergency remote learning during the pandemic, many found that it exposed deficits and exacerbated existing challenges around internet access, especially in rural and high-poverty areas.
Not all parents have the luxury of working from home, and many households lack sufficient technology to support their children’s onlinelearning. Uneven access to devices makes getting assignments a challenge. About 1 in 5 students said it is “sometimes” or “never” easy to access assignments and classwork remotely.
As COVID made quite painfully clear, student access to reliable high-speed internet and engaging digital tools is essential. A new CoSN study , supported by a grant from the Chan Zuckerberg Initiative, gives educators and policymakers a detailed view of students’ at-home learning experiences during the pandemic.
Fourteen percent of households with school-age children do not have internet access, most of which earn less than $50,000 a year. And research indicates that students from low-income backgrounds could fall further behind their peers if learning stops too long and the country sinks into recession.
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