5353: Week 2 Blog Post

 


Source: Maize USD 266 School Wires (https://shorturl.at/cVOvD)


Blog Post Week 2 by Dana Setchell


Bridging the Digital Divide at Maize Middle School: A Deeper Dive

In my first blog, I discussed how the digital divide affects students at Maize Middle School. This week, I hope to better characterize the elements that contribute to this division and investigate how technology use—or lack thereof—affects our school community.

Dr. Shannon posed an important question in response to my first blog: “I see that internet access is an issue—will your focus be more on teacher supports to address expectations, or on providing access?” While I see value in both approaches, I’ve decided to focus first on providing access. I believe that access to reliable internet for all students is often overlooked by staff, who may assume that everyone has what they need at home. Based on feedback from my students, I know this isn’t always the case. However, I may be completely off in my observation. It’s possible that the percentage of students without internet access at home is smaller than I think. Regardless, I believe it’s important to address this issue and gather solid data to better understand the situation. By doing so, I can provide valuable information to our building leaders and encourage staff to consider this when assigning homework that requires internet access (Dr. Shannon’s second point that she asked). This ensures we are creating equitable opportunities for all students to succeed.

Defining the Divide: What’s Impacting Our Students?

According to Ritzhaupt and Hohlfeld (2019), several dividing factors contribute to the digital divide. In Maize, socioeconomic status (SES) is a challenge for some households. According to U.S. Census Bureau data, while the median household income is $88,075, there’s a noticeable subset of students residing in Section 8 housing, apartments, or trailer parks (United States Census Bureau, 2022). These students could potentially face barriers to reliable internet access, which affects their ability to complete assignments or engage in online learning tools provided by the school.

Geography also plays a role. While Maize is a suburban area, its proximity to Wichita’s suburban regions contributes to a varying demographic within our student population. Also, we have a growing ESOL population, with many of these children coming from homes where English is not the first language spoken. This adds another degree of complexity, as language difficulties might hinder families' ability to explore and use digital resources efficiently. This diversity brings a range of socioeconomic backgrounds and experiences, which can influence access to digital resources and educational opportunities.

“Cans” and “Cannots” in Technology Use

The framework by Fortner, Normore, and Brooks (2019) offers valuable insights into the opportunity gap created by the digital divide. Students who “can” use technology actively engage with it to design, create, and publish content. They leverage it to enhance their learning experience. On the other hand, students who “cannot” face limitations due to inconsistent access or insufficient digital literacy. Their technology use tends to be repetitive and lacks the complexity needed to prepare them for future academic and professional challenges.

The study by Eynon and Geniets (2019) aligns with this perspective, emphasizing that digital skills development requires more than access. Support networks and clear motivations are essential for students to overcome barriers. Unfortunately, if students are digitally excluded, they lack these resources, perpetuating the cycle of inequality.

Addressing Access: A Focus for My Project

When deciding whether to focus on teacher support or providing access, I believe providing access should take precedence for now. To truly understand the need, we must first survey students at my school to gather accurate data and identify the scope of the issue.

Many staff members assume that all students have reliable internet at home because they are provided with Chromebooks from the school district. This assumption can overlook the reality of many students and exacerbates inequities. My project will aim to collect solid data through surveys to understand the scope of the issue. Key questions will include:

  • Do you have internet access at home?

  • If not, where can you access reliable internet?

  • Does connectivity impact your ability to complete assignments?

Ethical Considerations and a Call to Action

Addressing the digital divide at Maize Middle School requires an effective strategy based on ethical perspectives. Fortner, Normore, and Brooks (2019) emphasize the need to prioritize equity through the ethic of justice, which calls for equal opportunities for all students. The ethic of care reminds us to put students' needs first, ensuring they feel supported at school and in their academics.

Through data collection and collaboration with staff, I will work to identify actionable solutions such as distributing mobile hotspots or creating a Wi-Fi zone on school grounds or find possible resources within our community. These steps reflect the principles of professional ethics by encouraging educators to adopt sustainable strategies that create lasting, positive change.

Moving Forward

The digital divide is a complex issue, but with targeted efforts and collaboration, we can bridge the gap. As educators, it’s our responsibility to ensure that every student has access to the tools they need to succeed. By focusing on access and understanding the specific dividing factors within our school community, we can create a more equitable learning environment for all students.

References

Eynon, R., & Geniets, A. (2019). The digital skills paradox: How do digitally excluded youth develop       skills to use the internet? Learning, Media and Technology, 41(3), 463–479.                    https://doi.org/10.1080/17439884.2014.1002845

Fortner, N., Normore, A. H., & Brooks, J. S. (2019). Addressing the digital divide through ethical leadership. Educational Administration Quarterly, 55(1), 3–28.

Ritzhaupt, A. D., & Hohlfeld, T. N. (2019). Investigating the factors influencing digital divide: A comprehensive framework. Educational Technology Research and Development, 67(2), 15–28.

United States Census Bureau. (2022). QuickFacts: Maize city, Kansas. Retrieved from https://www.census.gov/quickfacts/fact/table/maizecitykansas/POP010220

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