How Teachers Can Narrow the Digital Divide in Their Classrooms

This is an update of an original article written by JT Ripton, a freelance education, technology, and business writer out of Tampa. 

Even being the best teacher is not always enough.

The importance of good teaching cannot be understated. As every educator knows, however, the effectiveness of teaching rests with the student and their work both inside and outside of the classroom.

Technology access plays a significant role in this learning. From working on school assignments and watching online tutorials to communicating with teachers and confidently using modern computer technology, technology access matters a lot for student learning and their ultimate educational success. Those who need a helping hand the most often are the ones with less technology access outside of the school. As reported by Forbes in June 2020, over nine million students do not have internet access.

According to the 2020 State of Digital Learning, lack of student access to technology at home remains a top concern for teachers.

Although most students now have smartphones with some internet access, the digital divide is still very real. And it is hurting students, especially those who are economically disadvantaged and stand to gain the most from a good education.

Be the Change You Want to See in the World

Teachers don’t have to stand by and watch as their students struggle from a lack of adequate computer access outside of school, however. Good teachers not only care about their students and deliver quality instruction, but they also understand that they can be the change they want to see in the world. Teachers can’t fix the digital divide nationally all by themselves, but they can help level the playing field for the students directly under their care.

Here’s how.

The first step is understanding the problem. Ideally, you can determine what sort of technology access each student has outside of the classroom as early as possible in the school year, but that’s not always the case. Circumstances can change throughout the year (COVID-19 taught us that anything can happen) and new students may join your class. If some of your students only have internet access via their smartphone, online worksheets and research assignments will be significantly more challenging for them. Likewise, those who rely on a shared family computer might only have spotty access, which increases the chances that their homework will be disrupted or inaccessible at any given time.

Furthermore, consider the students who travel to their local public library for internet access or those who depend on the district’s school buses to drive by offering temporary wifi access. Teachers can compensate for some of these issues but only if they understand their students’ problems. Brian Sersion and Douglas Stevens at the Cincinnati Public Schools have developed a “Student Technology Access & Use Survey” (STAUS) survey that they give each student at the start of the school year to determine digital access. Consider using this survey in your classroom or developing your own.

The capabilities and learning styles of every student and every classroom are different, so teachers are already familiar with the need to personalize assignments to fit this variability. Helping students who have inadequate technology access also requires adjusting for the digital divide among students. Assess each homework assignment through the lens of technology access. Think carefully when assigning online research, lab simulations, and writing assignments that might require technology resources not every student possesses. Some systems—like PowerSchool Schoology Learning, for example—allow offline access, but this only works if students can take the devices home. If some students don’t have proper access, consider open lab times in your classroom or longer deadlines that enable students to get the access they need through their library or a friend’s computer.

Students who suffer from the digital divide lack adequate internet access and technology resources and typically have lower digital literacy. This is a huge problem, but educators can address it by building digital etiquette into their classroom assignments—even if the subject matter is not directly related to technology. “It may be exciting to put a laptop or iPad into every student’s hand,” noted Michael Obel-Omia, head of school at the Paul Cuffee School in Providence, Rhode Island. However, “skilled adults are needed in the lives of students to make an iPad more than a toy.” Build digital literacy training into assignments early in the year for students who need the help. This can include tasks in word processing, web browsing, creating PowerPoints, and YouTube videos, so the entire classroom is up to speed—not just those who have regular access and high levels of digital literacy from the start.

We all know that libraries can serve as an equalizer for students who lack adequate technology access, and many of them are now extending wifi to the parking lots. Teachers who want to help bridge the digital divide must go beyond the assumption that disadvantaged students know their options and how they can use available resources to compensate. Often, helping students bridge the divide requires educating both students and parents on how to get proper access. You might try providing students and parents with a guide on basic library information such as location, policies, and hours, as well as how to maximize the technology already in the home. Let them know if and when school buses with wifi will be in their neighborhoods. Get proactive.

Finally, help your students by advocating on their behalf for resources and technology that can alleviate the digital divide across the district. Start with a centralized learning management system (LMS) to make learning accessible for everyone, no matter where they are or what type of device they’re using. Add on integrated tools, such as Schoology Conferences, so that students don’t need to learn new systems and can continue the flow of learning seamlessly.

Teachers can’t single-handedly solve the problem of technology access for equal education. They can, however, make a big difference.