The New Digital Divide


Yikes, it’s been ages since our last blog post! Lest you fear your PSTT team has been slacking, let us reassure you that we’ve been doing lots of behind-the scenes work to follow up on suggestions parents and educators had at last year’s community events. Chiefly, we’re in the midst of conversations with MUHS and ACSD to help support initiatives that optimize the digital experience of our students. Stay tuned for updates! In the meantime, we wanted to make sure no one missed this powerful article in the October 26 issue of the New York Times.

For many years, talk of a gap between kids from  lower income and higher income families stemmed from the concern that students from higher income families would have greater access to technology at home and school, and therefore be better prepared for a world that prizes tech skills. This led to lots of investments by school systems and other organizations to help assure students across the board had equity in terms of access. “One-to-one” initiatives, in which there’s a dedicated computer for every student in a school, are becoming the norm, and in fact ACSD’s Digital Learning plan, adopted in January, calls for budgeting that will “sunset current lease agreements on user devices to shift that spending model toward cloud-based and affordable devices in order to put more devices in more students’ hands.” Vermont’s Agency of Education advises, “All Vermont schools should be providing full-time or near full-time access to technology for all students, especially those in Grades 3 and higher. This does not necessarily mean that technology is being used in a full-time manner, but that the availability is there as it is needed to support learning.” The focus in the world of education has been on increasing access as a means toward equity.

According to this NYT writer, however, the divide in more recent days has shifted to benefit students whose parents and educators are more likely to be present in the student’s digital world to set limits and help students learn to set their own limits. The article quotes former Wired magazine editor Chris Anderson as having said, ““The digital divide was about access to technology, and now that everyone has access, the new digital divide is [about] limiting access to technology.” Families with greater means are increasingly choosing private schools where screen-free learning modalities are emphasized, and public school systems in more affluent communities are responding to parental pressure to restrict access to devices during the school day, to teach about digital citizenship and to show more restraint in balancing technology with a focus on other types of learning.

In a recent issue of her Tech Talk Tuesdays blog, a source we PSTT founders find truly worthwhile, Dr. Delaney Rushton also delves into the ways in which some families are exercising greater restraint around the use of technology. Check that out if you’d like to read more.

PSTT’s overarching message at this point can be summed up as, “Thanks for working to ensure kids have equitable access. Let’s make sure we’re truly intentional about how to use that access, knowing that more is not always more, and staying true to a healthy 24-hour digital diet.” The PSTT team wants to know: what are your thoughts on this disparity of opportunity for families? How should we address this in our schools, homes and community? This is a topic we’ll continue to keep front and center in our work to support ACSD families and schools.

Photo Credit: woodleywonderworks

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