The Digital Divide Power Point Presentation, Narrative Script, and Handouts

Proficiency 2 Option #2

Megan Farnsworth ID # 991636494 20 October 2011 CIMT 606 Davis Indiana State University

Farnsworth, CIMT 606 Proficiency #2 1

Option #2: Develop a PowerPoint presentation of no more than 20 slides that serves as the basis for a 1-hour in-service presentation to a group of public school teachers. Your primary objective is to enlighten teachers to the concept of the digital divide and implications for the classroom. You will need to develop a script of the narrative or key points associated with each slide as part of what you will submit for grading. Finally, in addition to the PowerPoint and narrative script, develop a minimum of one (1) handout that you would use in the presentation. The handout might include a summary of key points, bulleted lists, and/or additional resources that attendees could check after the presentation to delve further into the topic. NOTE: In developing your PowerPoint be sure to avoid text heavy slides. Include graphics as appropriate. Inserting links to video clips or other sites within your presentation slides is a good thing so long as they are particularly relevant.

Farnsworth, CIMT 606 Proficiency #2 2 Slide 1: Welcome to todays in-service presentation. My name is Megan Farnsworth, and I am the K-12 Media Specialist at Adair-Casey Community Schools in Adair, Iowa. Todays presentation will focus on the digital divide and its impact on education. Slide 2: The first objective for todays in-service will be to define the digital divide. Then we will examine the variety of factors that contribute to the development of the digital divide among students, ethnic groups, regions, and nations. Finally, we will evaluate possible solutions that can help public school students and educators decrease or eliminate the digital divide. Slide 3: The digital divide is defined as the difference between the haves and have-nots regarding access to technology, technological skills, and use of technology. Digital technology includes computers, Internet access, broadband Internet access, digital research resources, mobile phones, smart phones, ereaders, satellite radios, and digital televisions (Migliorino, 2011, p. 107). People on the wrong side of the digital divide are often poor. Many earn less than $15,000 per year. They may lack anything more than a high school education and may be unemployed or underemployed. They may live in rural areas or the inner city and are often Black, Hispanic, or Native American (Stevenson, 2009, p. 13). There is a vast difference regarding access to technology among students in public schools nationally and globally. Additionally, the digital divide refers to the difference in students skill levels when utilizing the various form of technology. Finally, the digital divide increases when marginalized groups use technology

Farnsworth, CIMT 606 Proficiency #2 3 primarily for entertainment rather than empowerment (Haney, Nordquist, Won, and Zeru, 2008). Empowerment implies that students are using the Internet and other available technologies to gain needed computer or job-related skills. Accessing the Internet merely to download videos or shop online does not decrease the digital divide unless students also learn necessary skills to become technologically literate.

Slide 4: There are a variety of causes that may contribute to the creation of the digital divide. Differences in language, ethnicity, geopolitical boundaries, training, and education may increase the gap (Stevenson, 2009, p. 1). Students may lack the necessary skills to access the Internet due to language difficulties. The majority of digital information is written in English. Limited English proficiency may make it difficult to learn to navigate the Internet and to conduct research effectively. The Internet is of little use to students who cannot read the information that they locate.

Ethnicity can impact access to technology. Ninety percent of the Native American tribal population lacks high-speed Internet access. Some tribal regions have a five percent high-speed Internet usage rate (Savchuk, 2011, para. 1). Latinos and African-Americans were less likely to use personal computers when they were first introduced than their white counterparts. Over time, those groups also had less access to the Internet and slower connections. Today, Latinos and African-Americans are more likely to access the web using their mobile phones

Farnsworth, CIMT 606 Proficiency #2 4 rather than personal computers. Finally, more whites have broadband access than Latinos and African-Americans (Washington, 2011, p. 1).

Geopolitical boundaries affect the digital divide as people in remote locations of the United States and other nations have limited access to highspeed Internet connections. Additionally, providing laptops to students in thirdworld nations does little to bridge the digital divide because of the lack of electricity in many villages. Students may be provided with free laptops but may not have any way to charge the batteries for the devices if their village is powered by a generator and has limited electricity available for residents to use (Haney et al., 2008).

Students may also lack the training and education necessary to close the digital divide. Many students lack digital literacy skills including navigating the Internet, analyzing and evaluating digital media resources, and using digital media resources to find reliable information, express themselves, and meet their educational needs (Migliorino, 2011, p. 107).

Slide 5: Additional causes contributing to the digital divide may be due to differences in gender, age, physical abilities, cognitive abilities, and socioeconomic status (Stevenson, 2009, p. 1). Men are often perceived to possess more advanced technological skills than their female counterparts. This perception leads to unfair stereotypes that women dislike technology and are unable to effectively utilize current technology. Even as young children, girls and boys perceive computer-related activities differently. Boys enjoy computer

Farnsworth, CIMT 606 Proficiency #2 5 games because of the competition, entertainment, and eye-hand coordination. Girls enjoy computer games for the bright colors and educational activities (Cooper, 2006, p. 323). Girls often feel that their skills are inferior to boys skills and may be laughed at or criticized in mixed-gender groups (Cooper, 2006, p. 324). Additionally, most computer programmers are men, and they tend to design games that appeal to boys (Cooper, 2006, p. 325). Therefore, girls view computers as educational tools designed for boys. Many girls do not have fun when playing computer games. Instead, they experience feelings of stress and anxiety leading them to develop negative feelings toward computers. Consequently, girls often participate in fewer computer-related activities (Cooper, 2006, p. 326).

Another factor contributing to the digital divide is age. Many older adults are unfamiliar with current technology and may be scared to learn. Computers, e-mail, and texts are totally new concepts to many senior citizens, and they must learn about these new technologies essentially from scratch. Older adults are often left behind in the digital divide because they are afraid, embarrassed, or unwilling to learn to effectively utilize the new technology.

Physical and cognitive disabilities may also determine how students are able to effectively use technology. Students who are blind would have limitations on how they could use computers. They would need assistive technology or assistance from peers, educators, parents, or librarians to access digital information. Students with paralysis, muscular dystrophy, cerebral palsy, or

Farnsworth, CIMT 606 Proficiency #2 6 other disabilities might have difficulties manipulating keyboards or touch screens on computers or other forms of digital media. Additionally, 54% of Americans with disabilities use the Internet compared to 81% of non-disabled Americans (Fox, 2011, p.3). Two percent of Americans surveyed reported having a disability that made it difficult or impossible for them to use the Internet (Fox, 2011, p. 2). Finally, 41% of Americans with disabilities have access to broadband Internet compared to 69% of non-disabled Americans (Fox, 2011, p.3). Lack of broadband access can lead to problems getting jobs, acquiring career skills, or locating health care information. Cognitive disabilities may also affect students abilities to access digital information. Students may not possess the necessary literacy skills to conduct research or read the results.

Differences in socio-economic status may also contribute to the digital divide. Many middle-class students have computers at home and can access the Internet. Fewer low-income students have the same access. Nearly 65% of Americans have broadband Internet, but 65% of American families earning less that $25,000 lack broadband access (Celano and Neuman, 2010, p. 50). These students must rely on libraries, after-school programs, and community resources for their computer access. The difference in access also affects school readiness when one group of children comes to school each day with superior technology skills and an ever-growing knowledge base, while the other group lags behind (Celano and Neuman, 2010, p. 50). Relying on public computers can be problematic. They must share computers with many other people, wait a long time for access, and have time limits on usage. They often have rules that

Farnsworth, CIMT 606 Proficiency #2 7 the computers may only be used for school or educational purposes. In addition, the computers may be in remote locations or may only be used with adult supervision. The computers may have filters that hinder navigation or may be outdated. Teachers in low-income schools are less likely to e-mail students, create course webpages, or assign research projects. Their students are less likely to use class time to type or create multi-media presentations (Celano and Neuman, 2010, p. 53). Finally, students without Internet access will miss out on opportunities to use the Internet as a virtual tutor or study group, as a guidance counselor, or as a notebook to store notes and resources for future reference (Celano and Neuman, 2010, p. 53).

Slide 6: Another factor contributing to the digital divide is the difference between Digital Natives and Digital Immigrants (Prensky, 2001, p. 1-2). Todays students are the first generation to grow up with new technology such as computers, cell phones, video games, and digital music players. These students think and process information fundamentally differently from the previous generation (Prensky, 2001, p. 1). It may also be possible that the students brains my have physically changed to be different from previous generations. These students may be called Digital Natives. They are the native speakers of the digital language of computers, video games, and the Internet (Prensky, 2001, p.1). In contrast, many educators belong to the world of Digital Immigrants. Prensky defines Digital Immigrants as people who were not born to the world of technology but have adopted some aspects of the new technology (Prensky, 2001, p. 2). These Digital Immigrants can be compared to other adults

Farnsworth, CIMT 606 Proficiency #2 8 who try to learn a second language later in life. The process is difficult and uses a different part of the brain than when learning the first language. In addition, digital immigrants often retain an accent of their non-digital language. Examples of this accent include printing emails or documents instead of reading them on the computer or calling to see if an email was received (Prensky, 2001, p. 2).

Digital Natives have different learning styles when compared to Digital Immigrants. Digital Natives seek instant information and have the ability to multitask. They have little time for lectures or step-by-step instructions. They often view education in its current form as not being worth their attention in comparison to all of their other experiences (Prensky, 2001, p. 2-3). Digital Immigrants learn slowly, step-by-step, one thing at a time, individually, and above all, seriously (Prensky, 2001, p. 2). Many Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language (Prensky, 2001, p. 2). Slide 7: We will now view a short video clip entitled A Magazine Is an iPad That Does Not Work (UserExperiencesWorks, 2011).

Slide 8: This clip showed a toddler trying to operate a magazine as if it was an iPad. She tried using the pages as a touch screen with no success. Eventually, she turned to an iPad that she had no difficulty operating. The last graphic of the clip illustrated this babys status as a Digital Native. She will always think that a magazine is a broken iPad (UserExperiencesWorks, 2011).

Farnsworth, CIMT 606 Proficiency #2 9 This video implies that the future lies in digital technology at the expense of printed materials.

Side 9: This Zits comic illustrates the ever-widening gap between Digital Natives and Digital Immigrants. Jeremy, the teenager, illustrates the point that phone books are becoming obsolete. He tells his father that he has not used the phone book since he needed to sit on it to be taller in his high chair (Scott and Borgman, 2011). Digital Natives will immediately search the Internet to find a phone number while Digital Immigrants still turn to the phone book in order to access the same information. Slide 10: The video clip Iowa, Did You Know? illustrates the gap between todays students and todays schools. It emphasizes the ever-changing world of technology and the implications for schools and students if they choose not to adapt to the world of technology (McLeod, 2011). Slide 11: We will now watch the video clip Iowa, Did You Know? (McLeod, 2011).

Slide 12: What does all of this information mean for teachers? How do we address the digital divide among students? How do we address the gap between Digital Natives and Digital Immigrants? What does this mean for public education? How will schools look in the future?

Slide 13: One possible solution involves providing increased access to digital technology for all students. Increased funding is needed for basic digital

Farnsworth, CIMT 606 Proficiency #2 10 access and digital literacy training (Migliorino, 2011, p. 108). Low-income students need more access to technology at school to counteract their limited access to technology at home. One way to provide this access is to allow school computer labs to be open evenings, weekends, and summers. This would give students the opportunity to complete assignments and also gain valuable experience using technology. Many schools are also implementing one-to-one laptop initiatives to provide all students with access to a modern laptop for school and home use. Students need lessons that teach basic computing skills, hyperlinks, and evaluating sources for validity. They also need more complex technology assignments at school (Celano, 2010, p. 53). Communities can also create computer centers to provide computer and Internet access in rural areas, areas with low population densities, and places that are far from public libraries (Krebeck, 2010, p. 15). These changes can help level the playing field by providing all students with the necessary learning tools instead of limiting technology to higher-income students with fancy computers at home (A. Hansen, personal communication, October 13, 2011).

Slide 14: Businesses, schools, and government offices are utilizing digital technology. Many times advertisements encourage consumers to visit the companys website for additional information. Additionally, businesses are encouraging customers to utilize digital technology. In fact, some documents, may only be obtained digitally (Chowdhury, Burton, McMenemy, and Poulter, 2008, p 162). This affects people who lack access to computers as they may not be able to access bank statements, school announcements, registration forms,

Farnsworth, CIMT 606 Proficiency #2 11 and applications. Providing papers copies of documents for those that lack computer access is one way to help decrease the digital divide.

Slide 15: Educators and librarians can also help students learn skills that are essential for the information age. These skills include

using a basic operating system; using a word processor to create a text document; using the Internet to find information and resources; using a computer to communicate with others; and using instructional materials to learn how to use new applications and features (Stevenson, 2009, p. 14).

Learning these skills can help students become qualified for more jobs when they seek employment. Interpreters may also be needed to assist with technology training for English-language learners. Many recent immigrants may have had little or no experience with technology in their home countries. Early training for immigrants will help make them more employable (Migliorino, 2011, p. 109).

Slide 16: There are strategies to eliminate the digital divide regarding gender. Schools can choose software that is gender-neutral or that appeals to girls (Cooper, 2006, p. 331). Teachers can also allow students to work in small groups or same-sex groups to eliminate feelings of anxiety. They can also teach girls that they possess computer skills and should not attribute their successes to luck. Finally, educators can provide examples of women who have succeeded in technology-based careers (Cooper, 2006, p. 332).

Farnsworth, CIMT 606 Proficiency #2 12 Slide 17: Bridging the gap between Digital Natives and Digital Immigrants requires educators to make changes. First, we must change our methodology. We need to communicate in the students language. We need to present information quickly in a random-access format. Additionally, we need to modify the content. Traditional content such as reading, writing, math, logic, and writings and ideas of the past may be referred to as legacy information (Prensky, 2001, p. 4). Technology of the future focuses on digital and technological information, software, robotics, and nanotechnology. These topics are interesting to students, and skilled educators can incorporate studies of ethics, politics, and languages into these topics. We need to strive to teach both legacy and future content to Digital Natives, but Digital Immigrants must utilize new methods of instruction, new content, and new ways of thinking (Prensky, 2001, p. 4). It is difficult to learn new ways of doing things, but we need to be creative in order to meet the educational needs of todays learners. For example, computer games could be developed to teach content in schools. Students can create Power Point presentations to accompany speeches and research reports. Students may even make movies for class projects. Slide 18: Closing the gap between the haves and have-nots in the digital divide will not be easy. Students need more access to digital technology both at home and at school. High-speed Internet needs to be affordable and available in more areas. Schools also need to address the differences between Digital Natives and Digital Immigrants. Although some may resist change, educators do not have a choice. We can either change our instructional methods

Farnsworth, CIMT 606 Proficiency #2 13 and content or risk our students falling further behind. We can change, and we must change. We owe this much to our students, our state, our nation, and our world..

Farnsworth, CIMT 606 Proficiency #2 14 Digital Divide Handout Difference in access between the haves and have-nots Varied technological abilities and skills Differences between Digital Natives and Digital Immigrants

Caused by differences in

Language Ethnicity Geopolitical boundaries Training and education

Gender Age Physical or cognitive abilities Socio-economic status

Solutions

Provide access for all students Distribute paper copies of digital documents Develop technological skills in students and adults Change instructional methods and content

Resources

Did You Know 4.0 http://www.youtube.com/watch?v=6ILQrUrEWe8 One Laptop per Child http://www.laptop.org Digital Divide Institute http://www.digitaldivide.org The Digital Divide Network http://www.digitaldivide.net

Farnsworth, CIMT 606 Proficiency #2 15

Digital Natives vs. Digital Immigrants

Digital Natives

are native speakers of the digital language use computers, video games, and Internet frequently and effectively are multi-taskers who prefer instant gratification prefer quick, random-access information for the world of the future
Digital Immigrants

were not born to the world of technology adopt some aspects of new technology are step-by-step learners who take education seriously prefer legacy information presented sequentially

Farnsworth, CIMT 606 Proficiency #2 16 Works Cited

Celano, D., & Neuman, S.B. (2010). Roadblocks on the information highway. Educational Leadership, 68(3), 50-53. Retrieved from http://www.ascd.org/Default.aspx

Chowdhury, H., Burton, P.F., McMenemy, D., & Poulter, A. (2008). Librarianship: An introduction. London, England: Facet Publishing.

Cooper, J.J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22(5), 320-334. doi:10.1111/j.13652729.2006.00185.x

Fox, S. (2011). Americans living with disability and their technology profile. Princeton Survey Research Associates International. Pew Research Center. Retrieved from Pew Research Center website: http://www.pewinternet.org/Reports/2011/Disability.aspx

Haney, C., Nordquist, S., Won, D., & Zeru, K. (2008, May 30). The digital divide [Video file]. Retrieved from http://www.youtube.com/watch?v=qz7dw3pLrU Krebeck, A. (2010). Closing the DIGITAL DIVIDE. Computers in Libraries, 30(8), 12-15. Retrieved from http://www.infotoday.com/cilmag/

McLeod, S. (2011, August 4). Iowa, did you know? [Video file]. Retrieved from http://www.youtube.com/watch?v=dMsNct4X_GU

Farnsworth, CIMT 606 Proficiency #2 17 Migliorino, P. (2011). Digital technologies can unite but also divide: Cald communities in the digital age. APLIS, 24(3), 107-110. Retrieved from EBSCOhost.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky - Digital Natives, Digital Immigrants - Part1.pdf Savchuk K. (2011). Massive digital divide for Native Americans is A Travesty. Mediashift. Retrieved from http://www.pbs.org/mediashift/2011/05/massive-digital-divide-for-nativeamericans-is-a-travesty132.html

Scott, J., & Borgman, J. (2011, October 14). Zits [Comic strip]. Retrieved from http://www.zitscomics.com

Stevenson, S. (2009). Digital divide: A discursive move away from the real inequitites. The Information Society, 25(1), 1-22. doi:10.1080/01972240802587549

UserExperiencesWorks. (2011, October 6). A Magazine Is an iPad That Does Not Work. [Video file}. Retrieved from http://www.youtube.com/watch?v=aXV-yaFmQNk

Washington, J. (2011, February 13). New digital divide seen for minorities on Internet. San Francisco Chronicle. Retrieved from http://www.sfgate.com

Farnsworth, CIMT 606 Proficiency #2 18

PROJECT SUBMISSION CHECKLIST

NOTE: The most frequently occurring problem with projects has to do with not following instructions regarding submission. These errors, particularly a few of them, are time consuming for you and for me to troubleshoot. As a result, the following checklist has been developed in an effort to eliminate the problem. Failure to include this checklist with each submitted project or failure to adhere to any submission rule will be costly in my grading of your worka deduction of 10 pts. Each item on the checklist is referenced in the course syllabus, so you might want to check there for further clarification.

INSTRUCTIONS: Include this checklist as the last page of all submitted project work

Saved text file in correct format, Word for Windows (.doc file extension) or as Rich
Text Format (.rtf file extension)

Named saved file appropriately, e.g. John Smith would name his word processing
file for proficiency #1 as smith656prof1.doc.

Included cover sheet with prescribed information Restated project verbatim If applicable, adhered to page length specifications Included a header or footer with last name and course number on each page of the
project

Used Times Roman or Arial font only Unless instructed otherwise, double-spaced body text Incorporated pictures and/or illustrations as appropriate
Comments or explanations that you need to make (optional): I have included the handouts at the conclusion of the narrative script for the Power Point presentation.
hsd 8/2011