In global terms, digital inequalities continue to be well-documented and, in many instances, divides across lines of geography, gender, age, physical abilities, socio-economic status, language, and educational attainment are growing.
The digital divide, internationally.
Higher Education, Digital Divides, and a Balkanized Internet
This is the article that convinced me to always refer to "digital divides" in the plural.
the first and second digital divides
See also @bryanalexander's 23 Oct 2017 EDUCAUSE Review article on multiple digital divides: Higher Education, Digital Divides, and a Balkanized Internet
FROM GOOD INTENTIONS TO REAL OUTCOMESEquity by DEsign in LEarning tEchnoLogiEs
This includes making sure all students have access to the Internet, and the devices they need to readily access course materials, and making sure educators are trained and comfortable in the use of digital content
many people in the world without internet access, or with insufficient infrastructure
closing the “digital use divide.”
Speaking of the diversity embedded in divides…
Bridging the Digital Divide
Really wish people were to consider the multiple divides which affect digital inclusion. That notion has been a significant part of the subtext in our Cyberspace sociology course. Explicitly discussed here: doi:10.1111/jcom.12045 It’s a bit like Belshaw’s use of the plural to discuss literacies. Makes it more difficult to claim that we’ve completely solved the issue if we acknowledge its diversity and complexity.
With internet access at home becoming increasingly important for students to be able to finish their homework, some schools are having to get creative to meet the needs of those without it.
Access may not be the most important divide, anymore, but it remains salient in terms of programmes meant to alleviate it. With the embedded assumption that access matters in the grand scheme of things.
The ultimate goal of the project is to support improved teaching and learning in university classrooms by bridging cultural divides between students and their teachers.
Did not expect this line of thinking, from the headline.
we need to broaden perceptions and stereotypes of CS
Though it’s probably a simple mistake, the notion that Google is “broadening … stereotypes of CS” might have some truth to it.
“I think younger people don’t see technology as a separate thing,” she says. “We call it new media and new technology, but are they really ‘new’ any more? It is just another tool, like paper, ink or wood. You can use it to be enormously creative and do wonderful things.”
Some may engage and others may not, but those who do will be at a definite advantage in a world where more moments and objects within our lives will depend upon programming and be enhanced by it too.
reconciling STEM and Arts: a laptop orchestra seamlessly encompasses Arts and Sciences. This allows us to utilize such an ensemble in a number of educational scenarios.
Much discussion of interdisciplinarity in Higher Ed. comes from a notion that “real work” is found through some of these disciplines (typically STEM). Now we’re gaining STEAM.
If you are interested in this conversation, join us Friday, January 8 at Noon Eastern.
The chat will lead into a backchannel discussion of a “Disrupting DH” presentation at the 2016 Modern Language Association conference in Austin, TX.
"One of the most disappointing findings of the report is that the socio-economic divide between students is not narrowed by technology, perhaps even amplified," said Mr Schleicher.
Warschauer et al. have done a lot of work on digital divides, especially in education. One of the lessons is that it may not be about access to the tools.