!"#$%&'$()*+&& ,-,.

&/011&

A Different Digital Divide The term "digital divide" dates back to the mid 90s; it originally referred to the gap between those who had access to computers/Internet and those who did not. Today, however, a new divide is forming. Personal computers, tablets, eReaders, and smart phones are cheaper and more accessible than ever. But the new gap is not dependent on being able to access a computer/tablet/etc, but based on a few other factors (Hertz, 2011). The first is the kind of access to technology. Based on a couple of studies it was found that Hispanic and African American population use mobile technology (smart phones) more to access the Internet, while their access to broadband connection is still lower than white household. This has led to an "entertainment versus empowerment divide" (Hertz, 2011). Those who in the past have been on the "wrong" side of the digital divide now lead the smartphone surveys-- 49% of Hispanics and 47% of African Americans own devices, while only 42% of Caucasians (Hall, 2013). However this access is not completely equitable, yet. There are things that are difficult or not possible to do on a smartphone, such as writing a resume, applying for jobs, or doing extensive research for class. The idea entertainment vs. empowerment divide is a relevant topic for teachers to be aware of and address in their classroom. Although most students have access to technology at home, that does not mean they are using it in a way that "empowers" them (Hertz, 2011). The teacher needs to be aware of students that are only using technology/Internet for entertainment (games, movies, social networking, etc) and focus on teaching those students to use technology to help them learn, find information, create art and multimedia, and so on. After teaching them these things in the classroom, the teacher can encourage them to use the technology they do have

!"#$%&'$()*+&& ,-,.&/011& for purposes other than games (Hertz, 2011). I have seen this issue in a school program where I volunteer. It is an optional summer school, and most of the students are there because their parents, honestly, are in for the free "babysitting". All are part of minority group and most are low SES. The program has iPads, computers and gaming systems, and students spend a lot of the day using these technologies. However, in my opinion, the benefits derived from their access are few. They are using tech simply to play games, which is what they know to do with it, because this is what they've been taught and experience at home. But this is the fault of the faculty, and what I believe needs to be combatted in the classroom. In the article "Crossing the Digital Divide", there are three proposed aspects to leveling the "Digital Playing Field", of which schools should take note. First, address the still present gap of availability of devices. Second, consider the "access divide". Last is the issue of literacy, which is a "crucial barrier to digital equality." Students who are technologically literate, create not just consume. The important issue is not how to get "an iPod into every kid's hand", but to use full "capacity of networks to make learning more authentic and powerful" (Bernard, 2011).

!"#$%&'$()*+&& ,-,.&/011&

References Bernard, S. (2011, August 8). Crossing the digital divide: Bridges and barriers to digital inclusion. Retrieved from http://www.edutopia.org/digital-divide-technology-accessinclusion Hall, B.S. (2013, May 17). Smartphone have bridged the digital divide. Retrieved from http://readwrite.com/2013/05/17/smartphones-have-bridged-the-digitaldivide#awesm=~oapq55I5wSkwpY Hertz, M.B. (2011, October 24). A new understanding of the digital divide. Retrieved from http://www.edutopia.org/blog/digital-divide-technology-internet-access-mary-beth-hertz