2.+The+Digital+Divide

= __** The Digital Divide and the Current Generation Gap **__ =

There are currently two significant digital issues facing modern schools: the //digital divide//, wherein there is a growing dichotomy between technological haves and have-nots, particularly affecting students; and //digital natives// being taught by //digital immigrants//.

The term d//igital divide// describes the growing divide between students who have access to technology, and students who lack access (Merriam, Baumgartner, & Caffarella, 2007). Other socioeconomic and psychological factors also affect this gap, including fear of technology and relevance (Merriam et al., 2007). This divide also includes the types of technology students are able to utilize. Today's student may only have access to one outdated computer per classroom or even department. They may not have a computer at home. Students in these environments will not be career- or college-ready by the end of their K-12 education. While we cannot control what they have access to outside of school, we can ensure they have access to, and hands-on experience with, the latest technology.

A school is a student's work environment, and by providing the latest tools we can prepare our students for a 21st century career.

Michigan's Department of Education has established the Educational Technology Standards and Expectations for Grades K-12 ("Grade Level Content Expectations--Technology", 2009). Additionally, Michigan is designated to roll-out Common Core State Standards as part of a nationwide initiative to have students "college and career ready" and able to compete in a global economy ("Common Core State Academic Standards", 2010).

Immediate and appropriate integration of our newly acquired technology will see that our school becomes leaders in closing the digital divide.

Concerning the differences between teachers and students: According to Prensky (2001), today's students have changed radically, and are no longer the people our educational system was designed to teach. This change goes beyond different clothes, styles and slang. Modern students represent the first generations to grow up surrounded by digital technology. These students teach themselves important and useful things about their present and future--outside of school. They become experts in their unique interests (Prensky, 2010). They've spent more than twice as many hours playing video games as reading (Prensky, 2001), and have spent their lives surrounded by and utilizing all manners of digital technology, including computers, smart phones, digital cameras and video games. The tools they use become more powerful day by day.

A result of this divide is that modern students think and process information differently from previous generations (Prensky, 2001). This is especially problematic considering these students are on one side of this divide, and their classroom (elementary, middle school, and high school) teachers were raised and schooled on the other.

The current generation of teachers faces the challenge of understanding the differences between the methods and pedagogies they were raised with, and how to adapt to the ways today's student thinks and processes information.

= __**How We Will Address These Differences**__ =

Access to technology for students and teachers, and training for the educators to effectively utilize the new technology into their everyday teaching.

How will student learning be enhanced as a result of technology integration? Teacher workshops within grade levels and departments will research this.

What are teacher attitudes and aptitudes regarding various types of technology? Begin with surveys to find strengths and create a mentor/partner program among the faculty. Additionally, faculty with advanced skills can teach after school workshops to colleagues.

Recognize that our faculty are adult learners, and a program needs to be designed to serve their needs. A successful training program takes into the following assumptions of adult learners, as determined by Knowles: their readiness is closely related to the developmental tasks of their role; they are problem centered and require an immediate environment to apply knowledge; internal motivations are stronger than external motivations; they need to know and understand //why//they need to learn something (as cited in Merriam et al., 2007, p. 84).

Teachers in common subject areas need to strive for similar proficiency levels and need to integrate new technology in a similar manner, so all students receive similar benefits from the new technology.

New technology will be introduced through a series of school assemblies outlining to students how they will be incorporating our new tools into their everyday learning. After these assemblies, faculty will take their students through an Internet safety course, including the firm establishment of boundaries. Once students become acquainted with Internet usage, teachers will guide them through our school's hard drive system, including where their individual files are located, how to name and save files, and how to print. Throughout this student training, teachers will emphasize computer and Internet etiquette, or netiquette.