Digitally Divided or Digitally Unequal? That is the Question.

By: Lydia Georgieva, David Bernheim, Scot Hymas, and Jessica Rouse

Ii

Aim and Objectives of Research libraries

and expand the hours of availability.

State Superintendent of Public Instruction has been given a special allocation of $50M to address digital inequalities in the state, and she wants our Task Force to consider the following seven options:

1. Install computers in all public libraries and expand the hours of availability.
3. Provide individuals in disadvantaged communities with computers.

2. Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.

Aim and Objectives of the Research

4. Provide high-speed Internet and mobile access for all state residents. 5. Subsidize Internet Service Providers to provide low-cost Internet to all state residents. 7. Develop free online educational content, giving first priority to content most relevant to lower socioeconomic groups.

6. Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.

Aim and Objectives of the Research

We were assigned the task of evaluating the list of solutions, possibly suggesting other alternatives, and giving recommendations. The State Superintendent of Public Instruction has asked our group to prepare a multimedia presentation to be delivered to all the relevant stakeholders.

Focus of Research

...and not only.

Methodology:

Primary: survey of the group participants to investigate which option would gain the highest average ranking. Secondary: various government publications and statistics.

Don Tapscott: Four principles for the open world

What is

... Digital Divide?

The perceived gap between the haves and the have nots Differences between those who have access and those who have not, those who use Internet and those who do not Focused on inequalities of access and use

What is

... Digital Divide?

There are some interesting statistics found at The National Center for Educational Statistics website (http://nces.ed.gov/fastfacts/display.asp?id=46)

Teachers report that 40% of instructional time is used with their students on computers. Teachers report that students use computers in some other part of the school 29% of the time. In 2009, 97% of teachers had computers in their classrooms and 54% had access to computers that could be brought into their classrooms. Most of which have internet access.

...Digital Inequality?
Broader Those means of focus access to education, training and information are unreachable for some people due to the Focused on people and existing digital their skills in usage of inequality. technology

Measurable

Digital inequality reflects more precisely the fact that technology has changed the way in which we learn and stay informed in the 21st century

Multidimensional

...Digital Inequality cont.?

Accessibility Dimensions of digital inequality: Use Infrastructure Socio-economic factorsage, gender, ethnicity, race, etc. SES, religious beliefs, geographic dispersion, language Affordability Social and governmental support/ constraints

Main Results and Findings

Reported Internet usage for individuals 3 years and older, in Idaho: 80% of the population lives in a household with Internet access 69.1% access Internet at home 35.9% access Internet at other location Presence and type of computer for individuals 3 years and older, in Idaho:

84.7% of individuals live in a household with a computer (desktop, laptop, handheld device or other)

http://www.census.gov/hhes/computer/publications/2010.html

Main Results and Findings(cont.)

Public library Internet access in the state of Idaho: 33.83 computer terminals in Idaho public library on average, 1.19 hours(annually) spent on a terminal on average
http://libraries.idaho.gov/page/2010-fy-public-library-statistics

The NETP-2010 reminds us that: "infrastructure for learning is always on..." "...only with 24/7 access to the Internet ...can we achieve
the the kind of engagement and student-centered learning..." adequate access is defined as "...ability to use the Internet at school, on the surrounding campus, throughout the community, and at home." http://www.ed.gov/technology/netp-2010/executive-summary

Main Results and Findings (cont.)

Government initiatives in the state of Idaho:

Voters clearly said no to Propositions 1, 2 and 3 Each of the propositions failed by at least 15 percent of the vote Proposition 3, the measure that corresponds to giving each high school student a laptop, failed by the largest margin, with 66 percent of voters rejecting it.

http://stateimpact.npr.org/idaho/tag/propositions-1-2-3/

Main Results and Findings (cont)

Image courtesy of the Pew Internet and American Life Project (2003)

Ranking of the Options After Discussion

1 5

The Ranking Results are as Follows:

Option 6 is ranked highest as our task force considers that it is of utmost importance to empower all residents in technology usage. Option 1 has been ranked second highest as public libraries in our view, are centers of knowledge and learning. Option 2 comes third as schools provide an existing infrastructure for learning. Options 4 and 7 were equally ranked as free high-speed Internet and online educational content can serve as incentives for usage technology.

Option 5 is low in our ranking as Education department has different core competences and competition on the market for Internet service provision drives prices down all the time. Option 3 was ranked lowest as ownership of a device does not equate to technology usage.

Option 6
Provide Information Literacy Courses
If You Just Build It They Will Not Come

Content alone is not enough If people do not understand it they will not use it Provide coaching and mentoring to all stakeholders Professional Development integrate online tools into curricula Ongoing, sustained, intensive high-quality professional development Statewide tracking system of all professional development

Provide Information Literacy Courses

IT literacy

Teachers as role models

Incentive to purchase

IT literacy adds value

Option 1
Install computers in all public libraries and expand the hours when computers are available.
66% of Idaho public libraries offer free wireless access up 12% from last year; Almost 66% of all public libraries provide 1.5 Mps or faster Internet access speeds, with continuing disparity between urban (90%) and rural (51.5%); 74% of libraries report their staff helps patrons understand and use e-government services, including enrolling in Medicare and applying for unemployment; supplement staff with undergraduate, and graduate students and community volunteers.
ttp://libraries.idaho.gov/page/2010-fy-public-library-statistics

Option 2
Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.

Schools should be an alternative POA Existing infrastructure is in place

Environment is safe and conducive to learning

Suitably located in close proximity to the populace

Problems that this option may pose:

Staffing may be costly Special areas need to be designated for prolonged use

Possible adverse effects on the school environment

Option 4

Levels the playing field as access is available to all Solving rural access issues to mobile and broadband directly impacts digital inequality in a positive manner Incentive to purchase device and learn- esp. for the younger generation. The state is best positioned to make such provisions.

(tie with Option 7)

Provide high speed Internet and mobile access

Not in the core competencies of the education community Other agencies (like the FCC) should bear the primary burden and associated costs to provide such access

Does not mean that all state residents have a stake in the outcome
This may ultimately benefit those who can afford it and are already using it

Option 7

(tie with 4)
However: there is plenty of educational content

Develop free online content (priority to content most relevant to lower socioeconomic groups)
Learning Resources (quality, digital educational content):

Repository for Online Ed Idaho

Best Practices of curriculumbased content

Systematic and Ongoing Support

and Advocacy

associated costs cost-efficiency is questionable due to frequent curricula changes

Empower All Key Stakeholders

Teachers, Students, Parents

Avoid Recreating the Wheelteach them how to find existing content

Option 5
Subsidize Internet Providers
Each year access to high-speed Internet increases
Funding is already provided to those in need Access alone is not enough Provision of training and support should be our focus

Market forces are driving broadband access regardless of government support Not of much use to disadvantaged communities as it will be limited to those who already use technology

Option 3
Provide individuals in disadvantaged communities with computers
Puts technology in the hands of the community Will be valued if literacy course come first Will be used if broadband is readily accessible Possibility of inappropriate use of the assets

Costly and wasteful without obvious benefits

Conclusion
Option Six - Providing Literacy Courses Need for further research of all stakeholder groups
Limitations of research Unanswered questions Appropriate financial decision to ensure sustainability Inclusion of all stakeholder groups in the implementation

Bibliography
Slide 5: Image credit: Idaho KIDS COUNT. (n.d.). Retrieved November 11, 2012, from http://idahokidscount.org/# Slide 6: Video Credit: Don Tapscott: Four principles for the open world - YouTube. (n.d.). Retrieved November 11, 2012, from http://www.youtube.com/watch?v=jfqwHT3u1-8&feature=youtu.be Slide 7: Digital divide | bridges.org. (n.d.). Retrieved November 11, 2012, from http://www.bridges.org/digital_divide Slide 8: Fast Facts. (n.d.). Retrieved November 11, 2012, from http://nces.ed.gov/fastfacts/display.asp?id=46 Slide 10: File:Accessibility-directory.svg - Wikimedia Commons. (n.d.). Retrieved November 12, 2012, from http://commons.wikimedia.org/wiki/File:Accessibility-directory.svg File:Hand-like support (6042378114).jpg - Wikimedia Commons. (n.d.). Retrieved November 12, 2012, from http://commons.wikimedia.org/wiki/File:Hand-like_support_%286042378114%29.jpg

Bibliography
Slide 10 (cont): File:Wikipedia bookcrossing italia etichettare libro.jpg - Wikimedia Commons. (n.d.). Retrieved November 11, 2012, from http://commons.wikimedia.org/wiki/File:Wikipedia_bookcrossing_italia_etichettare_libro.jpg Slide 11: Computer and Internet Use in the United States: 2010 - People and Households - Table 3A, Table 3B. U.S. Census Bureau. (n.d.). Retrieved November 11, 2012, from http://www.census.gov/hhes/computer/publications/2010.html Slide 12: 2010 FY Public Library Statistics | Idaho Commission for Libraries. (n.d.). Retrieved November 11, 2012, from http://libraries.idaho.gov/page/2010-fy-public-library-statistics Executive Summary | U.S. Department of Education. (n.d.). Retrieved November 11, 2012, from http://www.ed.gov/technology/netp-2010/executive-summary Slide 13: Propositions 1 2 3 | StateImpact Idaho. (n.d.). Retrieved November 11, 2012, from http://stateimpact.npr.org/idaho/tag/propositions-1-2-3/

Bibliography
Slide 14: Spooner, T. Internet use by region in the U.S. | Pew Internet & American Life Project. (n.d.). Retrieved November 11, 2012, from http://www.pewinternet.org/Reports/2003/Internet-Use-by-Region-inthe-US/Part-10-Mountain-States/2-There-are-fewer-wealthy-Internet-users-in-the-MountainStates.aspx Image courtesy of the Pew Internet and American Life Project (2003)

Slide 18: File:Teacher.jpg - Wikimedia Commons. (n.d.). Retrieved November 11, 2012, from http://commons.wikimedia.org/wiki/File:Teacher.jpg
File:Money Coin Icon.svg - Wikimedia Commons. (n.d.). Retrieved November 11, 2012, from http://commons.wikimedia.org/wiki/File:Money_Coin_Icon.svg File:Meebox electronics.PNG - Wikimedia Commons. (n.d.). Retrieved November 11, 2012, from http://commons.wikimedia.org/wiki/File:Meebox_electronics.PNG File:Wikipedia bookcrossing italia etichettare libro.jpg - Wikimedia Commons. (n.d.). Retrieved November 11, 2012, from http://commons.wikimedia.org/wiki/File:Wikipedia_bookcrossing_italia_etichettare_libro.jpg