Running head: THE DIGITAL DIVIDE 1

The Digital Divide: The Technological Gap in Education

Jordyn B. Bell

First Colonial High School

Abstract

This paper discusses the lack of adequate educational technology for all students in the United

States. To stress the importance of technology, a section on international impacts of technology

is included as well. It also explains the full immersion of technology in education and how

students who have technology do significantly better than those who do not have it, thus creating

a gap in achievement. Specifically in low income areas, this gap is an unbreakable cycle due to

lack of funding from local property taxes and lack of ability to find and secure grants to improve

technologies in schools. This paper will also talk about the legislation that goes into educational

standards and how they imply changing with technology, along with the history of how the gap

was created, and its progression from a luxury to a necessity. It will then mention the cases that

have been brought to court because of students being far behind due to lack of technology in

schools. Finally, it will close with acknowledging how the abilities acquired from educational

technology do not become useless after receiving a high school diploma; it will forever be used

in higher level learning and careers.

The Digital Divide: The Technological Gap in Education

Imagine a school where students could barely access the internet to research or complete

assignments, or being part of a district that could barely afford textbooks, let alone computers.

Think about simply meeting a student who has been put at an extreme technological

disadvantage for not only that moment, but for the future as well. The educational technology

gap is influenced by income, race, and education. The technological gap in education threatens

the possibility of success for students by not providing students in need with similar technologies

as peers in other regions.

History

Progression

This issue began with “white flight” which occurred in the 1950s. The movement of

white people to suburbs created a wage gap as all their tax dollars went with them. Those who

lived in suburbs were the ones who got better educations and could afford more than people who

lived in inner cities; however, ​since the first forms of technology, it has been integrated into

education. Decades ago there were “air-classes” for students using radio stations ​(“Evolution of

Technology”, 2017)​. Now, students use technology as a basis to complete their education.

Technology has always been used as a way to make things more convenient for not only students

and teachers, but the world. ​With the use of technology comes the ability to provide virtual and

online learning as well as full time online schooling by integrating it into schools. With face to

face and electronic learning as a pair, it has also been a great resource for homeschooled students

and their respective homeschool teachers.

International Progression
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Technology has become an essential part of daily living in households worldwide. The

digital divide was created when internet access became more prominent in the developed world.

Developed countries represented 65% of those who had internet access, and most of these

countries are within North America and Europe. With the progression of technology came the

realization that it could aid in education. Countries began to invest money for computers to be

put into schools and having teachers trained to use them and teach students how to use the

technologies. Due to this, 98% of schools in the United States were connected to the internet

(Potashnik, n.d.)​. The United Kingdom, Canada, New Zealand, and Australia also adopted this

pattern. At one point, most students had personal computers or laptops, or had easy access to the

internet. Colleges and universities in developed countries also joined in on the technological

advancement by adopting the use of wireless or fiber optic internet. Schools in developing

countries started to fall behind as they couldn't concern themselves with technology because they

didn't have the basics such as properly trained teachers, adequate administrators, and textbooks.

Most schools had low numbers of enrolled students as most families could not prioritize

education.

Luxury to Necessity

Technology is a necessary part of life in the 21st century, specifically within secondary

and postsecondary education. Educational technology gives students the tools to develop higher

critical thinking and problem-solving skills that will aid them in postsecondary education and

career life ​(Office of Educational Technology, 2017a).​ “I think it’s obviously a necessity and not

a luxury. Beyond that, there are advantages to using technology in the classroom today that just

didn’t exist even a few years ago. There is a model where we think about whether or not we are
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using technology simply to replace something that we could be doing without it. Think about

worksheets. Sometimes, we open the computer to complete a worksheet,” says Superintendent

Dr. Spence ​(Spence, A. C. (2018, November 2). [E-mail interview by the author])​. This

opportunity should be given to all students, rather than solely offering it to those who can afford

it, or are within school systems that can afford it if they themselves cannot. Once

acknowledgment is given to lacking areas, and working toward implementing solutions has

begun, there will be power to change and close the technology gap that is prohibiting so many

students around the world.

Full Immersion

Technology has been fully implemented into education, and the future is filled with

paperless education and a one to one computer system in every school district across the country;

however, this issue needs to be addressed quickly. All students will be given a fair chance of

learning at the highest level in primary and secondary education, and in addition, they will be the

most competitive students at the postsecondary level. Everyone should receive the materials

necessary to be as successful as desired, and let whether or not the opportunity is taken

advantage of be left to the individual. This option could always be there for all students if the

problem is addressed and current resources are used to rectify the issue. Virginia Beach City

Public Schools went one-to-one this year, and Superintendent Dr. Spence says “We didn’t ​decide

to go one-to-one this year. We’ve been working deliberately towards this for the last four years.

We’ve been very intentional about getting people ready to have technology in the classroom, and

about providing the right tools to manage the learning and the right curriculum resources to

support this kind of learning environment. I really do think, based on the feedback we’ve gotten,
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that most people are happy we are moving in this direction” ​(2017).​ This is a testimony to the

fact that as our society grows technologically, the need for technology to allow education to

grow comes with it ​(Office of Educational Technology, 2017a)​. The laws are there, the money is

there, the teachers are there; everything needed to provide a bright future is there, and it is

possible.

Legislation

Enhancing Education Through Technology Act of 2001

The Enhancing Education Through Technology Act of 2001 was designed to essentially

aid localities in implementing an effective system of educational technology as well as keeping it

consistently updated to improve academic achievement, especially within high-need areas.

Updated in 2015, it also provides and promotes the teachers and administrators that are trained in

using the technology being implemented for the students. The goal is to allow implementation of

educational knowledge to aid in improvement of academics. There is also a need for students to

be technologically literate by the time they finish their eighth grade year regardless of race,

gender, income, and ethnicity ​(United States Congress, 2015).

Office of Educational Technology

The Office of Educational Technology has developed a National Education Technology

Plan and their goal is to have “All learners will have engaging and empowering learning

experiences in both formal and informal settings that prepare them to be active, creative,

knowledgeable, and ethical participants in our globally connected society”​ (U.S. Department of

Education, 2017)​. People need ways to acquire skills and knowledge to be successful in all

aspects of life, and because of this, new learning sciences have advanced how people educate
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themselves. Historically, education was limited to what you could access within your school or

classroom, but now technology allows students to access information anywhere in the world

from anyone in the world.

The Office of Educational Technology has provided that “technology ​has the potential to

accelerate, amplify, and expand the impact of powerful principles of learning” ​(Office of

Educational Technology, 2017a).​ The process of learning is almost required to evolve as time

moves on, and due to how much technology advances over short periods of time, the ability to

learn comes easier to those who use technology as a supplement. A Texas middle school

principal attests to the use of technological learning programs being proven to help boost

confidence in students who did not believe they were able to excel academically. She has had a

student who lost motivation to continue to try, tell her that they finally believe that they aren’t

“dumb”. They just have to put in more work to achieve the grades they want. Implementing

technologies in education helps students learn in different ways. It promotes out of the box

thinking and learning styles that may be more updated rather than traditional. It also provides for

more engaging ways to learn and giving access to information that would be found outside of the

classroom. The plan also discusses technology not only in the classroom, but outside as well.

Technology can aid in learning devices found in libraries and museums as well. It can also speed

up the process of learning languages as you are able to not only study the language, but

communicate with other who speak or are studying the language as well.

Elementary and Secondary Education Act

There is legislation with content that could have different implied meanings based on the

state of our society. To fight the “War on Poverty,” Lyndon B. Johnson passed the Elementary
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and Secondary Education Act. Created to aid Title I schools and help pay for the costs of

educating disadvantaged kids. This act has been amended several times since its passing during

the Great Society in 1965. An amendment to the Elementary and Secondary Education Act

includes the No Child Left Behind Act, essentially stating that kids in grades 3-8 are required to

be tested in and exceed state standards of mathematics and reading by 2014. In addition to this, it

raised the bar associated with the definition of a “highly qualified teacher” ​(Klein, 2018)​. It

expired in 2008, and was replaced by Obama’s Every Student Succeeds Act due to the

unworkable nature of the Elementary and Secondary Education Act. But with the Every Student

Succeeds Act, it required that not only do we give students the attention they require, but we

teach them to a standard that will prepare them for postsecondary education or career life

(Mesecar, 2015)​.

Funding

Student Support and Academic Enrichment Program

There is a program under the Elementary and Secondary Education Act that was later

amended by the Every Student Succeeds Act; it is called the Student Support and Academic

Enrichment Program. All state education agencies are able to apply for this grant, and it has the

ability to help fund educational technology. It has a goal “To improve student’s academic

achievement by increasing the capacity of States, local educational agencies, schools and local

communities to: (1) provide all students with access to a well-rounded education; (2) improve

school conditions for student learning; and (3) improve the use of technology in order to improve

the academic achievement and digital literacy for all students” ​(US Department of Education

(ED), 2017)​.
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Individuals with Disabilities Education Act

The Individuals with Disabilities Education Act provides that a free and adequate public

education is given to all families students with disabled students. Specifically, the act states one

of its purposes as,“to ensure that educators and parents have the necessary tools to improve

educational results for children with disabilities by supporting system improvement activities;

coordinated research and personnel preparation; coordinated technical assistance, dissemination,

and support; and technology development and media services” ​(U.S. Department of Education,

1990a)​. With that being said, money that funds the Individuals with Disabilities Education Act

could also be used to fund educational technology as students with disabilities are not exempt

from the issue. Technology in education will ease the lives of students with disabilities after they

have mastered how to use the devices. This act also provides for teachers who have been

equipped with the knowledge of how to use the devices and abilities to teach students how to

utilize them as well. It states the ways technology could be used in education such as the

following: communicating with parents, connecting with STEM professionals, providing mobile

and assistive technology devices, along with providing devices that aid English as a Second

Language (ESL) students in mastering English ​(Office of Educational Technology, 2017b)​.

Grants and Allocated Funding

There are a multitude of grants available to fund technology in schools. The grants must

be applied to by the individual school or their district; however, they specifically provide money

for technology in schools that need it. School districts are also allocated money to maintain the

schools and their contents. The issue with that lies within the fact that sometimes schools have to

prioritize things such as building maintenance before technology, and the fact that they have to
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choose between two necessities is another reason the gap is made bigger. Schools are locally

funded by property taxes paid by citizens in their city; however, this creates a cyclical issue.

Locally funded schools in lower-income areas get less money because their property value isn’t

high, and due to this the schools suffer. The conditions of schools have a correlation between the

people and communities they serve. States should slowly begin to build their communities to

become better not only for students, but for families as well. Doing this will not only contribute

to better education, but lower crime rates as well. The areas in which these schools are built can

greatly impact the quality of their education and for that reason we need to make sure that the

communities are well taken care of too.

Cases

Arizona

There is a billion dollar school lawsuit against the state of Arizona. A school system is

suing because of decades of spending cuts that equal over $2 billion. The money would’ve been

used for textbooks, buses, building maintenance, and technology. Governor Doug Ducey started

his job in 2015, and walked into it with this lawsuit hanging over him. The schools claim that not

enough money was given to them after the recession to cover inflation costs, which was required

by voter-approved legislation. An Arizona judge ordered the state to pay upwards of $1.6 billion

dollars over 5 years, and schools requested $1.3 billion in extra to cover inflation costs. Voters

approved plan that will add $3.5 billion to education over next 10 years. In his State of the State

Address, he discusses the funding issue by presenting a plan that would bring $96.6 million for

the Arizona schools. He presents a 0.4% raise for teachers and a one thousand dollar bonuses for

those who sign contracts with low income schools, and $10 million full-day kindergarten
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programs for said low-income schools ​(Rau, 2017)​. He then discusses almost $40 million in

additional spending for schools that are doing well academically; however, he is worried that the

state will be ordered to pay money that is not able to be obtained immediately, and refuses to

raise taxes to cover these costs. This is a plan that would happen gradually, but may be delayed

by the current pending lawsuit.

Tim Hogan, the lawyer who successfully represented the schools in their first law suit, is

preparing to do it again. He is defending the claim that the state legislature has been taking

hundreds of millions of dollars away from Arizona schools districts. This money was to be used

to buy new technology for students and update building infrastructure. Some school buildings

have deteriorated to the point of needing to shut down and relocate their students; approximately

1,500 students have been moved. "The situation just keeps getting worse and worse without

school districts having capital funds to address deteriorating facilities and equipment," Hogan

said ​(Rau, 2017)​. Districts have had to go to lengths such as requesting for voters to pass bonds

that inherently require these districts to pay for things the state should be covering. There are

some schools that have almost no source of income, and therefore don’t have the means to obtain

bonds to get what they need.

North Carolina School Board Association

The North Carolina School Board Association (NCSBA) is suing 14 state officers. In a

decision from 2008, the state was to pay NCSBA $747,833,074 to update technology in schools.

The NCBSA was only given $18,133,251, which is 2.5% of the total, and they’re looking to

extend the date in order to get all the money they need. ​The plaintiffs are also willing to work to

create a payment plan. “As a state, we have two choices: Invest in technology and have our
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students compete with the best and the brightest on a level playing field, or stick with the status

quo and have our students potentially watching from the sidelines,” Minnie Forte-Brown,

president of NCSBA, said. The use of technology is becoming a necessity, and they currently do

not have the means to keep up with the rest of the country. 20 out of 21 of the computers at

George Watts’ High School are at least ten years old, and compared to typewriters by teachers

employed in the high school. Democrats went against their promise to fund education in the past,

and cut education spending by over $700 million in two years ​(WRAL, 2018)​.

In the 2008 decision the North Carolina courts found that the Departments of Health and

Human Services, Transportation, Revenue and Commerce, Environmental Quality, Employment

Security Commission and the University of North Carolina system were given money through

fines and penalties paid by third parties ​(Marchello, 2018)​. This money was required to be given

to the public schools to pay for a technology update and was instead kept for at least 10 years by

these systems and departments. Over 20 schools joined together to refile a lawsuit as this

decision was about to expire. There is $729.7 million that has yet to be given to the schools, and

teachers and administrators are worried. As surrounding states and districts are moving forward

technologically, they wish to do the same; however, they cannot compete if their budgets cannot

compare.

Consequences

Uneven Distribution

Students all over the country are heavily dependent on technology to complete

schoolwork and advance skills they may not be able to fully develop within the classroom. When

certain cities or districts are left behind due to the lack of money to update, it creates a
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technological ability gap called The Digital Divide. “The ratio of computers to students is

absurd,” said English teacher Andrew Flaherty, a veteran educator who reports that many of his

students cannot afford computers at home and don’t get enough time to use them at school. As a

result, Bronzeville Scholastic students born into a digital era struggle with basic skills, such as

saving work to a flash drive and setting margins in Microsoft Word ​(Preston, 2012)​.

When technology was put in education, people thought it would close the gap between

the rich and the poor by giving the less fortunate a way to access information; however,

technology in education has actually made the gap worse ​(Yuen, n.d.)​. In developed countries,

the gap between the haves and the have-nots has increased drastically. In the developing world

most communities don't have materials for proper traditional education, let alone internet access.

Due to the increasing gap and students being left behind, people are urging school systems and

state governments to find solutions. The biggest solution is government policies that would be

created to close the divide by making sure that lack of internet access doesn't set students back. If

students are set too far back, there would be major societal consequences ​(Yuen, n.d.)​. These

policies should project ways to positively use technology and address the fact that cultures need

to invest in providing families with low socioeconomic status with technologies. It should walk

parents through strategies to teach their children to use educational technology in a productive

and positive manner.

Unbreakable Cycle

Not having technology for students essentially creates a loop of being stuck in that same

place when they get older ​(Roberts, n.d.)​, as they did not learn how to use it when they were

younger. Thus bringing down their chances of being able to compete with the millions of people
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who did learn and comprehend those abilities when it is time to apply to college. Virginia Beach

City Public Schools Superintendent Dr. Aaron Spence says,

In education, we talk often about the need for our students to acquire the knowledge,

skills, and dispositions they will need to be successful in the world today. Clearly, many

of those skills involve using technology. Whether that’s collaborating, problem solving,

researching, creating new knowledge, publishing and sharing what they’ve

learned—whatever it is that we think our students need to do, very often technology

becomes the tool for that in the world outside of school. Think about it this way, how

many people do you know who haven’t used technology just today to solve a problem?

To communicate with someone else? To share an idea? So if that is the expectation

when our students enter the workplace, then we need to think deeply about how to allow

our students to experience that kind of work in a learning environment. Students need to

be asked to do the same things that will be expected of them when they get into college or

the workplace ​(2017)​.

Those with lower education are not as likely to have technology in their homes, or move out of

the area where technology in education isn’t adequate. Then there are kids who are stuck in the

same cycle as their parents, and it is hard to break cycles. Part of the problem is not only that

students are not receiving the technology they need, but they are not receiving the training

needed to utilize what little technology they do have because the students from high poverty

areas are being taught by teachers, likely from the same environment, who also were never

trained on how to use technology ​(Herold, 2018)​. Our educators are the backbone of the
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education system. If we are lacking in some place, we need to make sure our educators are doing

everything necessary before digging deeper into the issue.

Conclusion

It needs to be understood that as times are changing, our society needs to change with it in all

aspects. Our society depends so heavily on technology, and incorporating it into education would

be no different. Technology makes education convenient. You can learn from anywhere, submit

an assignment from anywhere, and talk to your educators from anywhere. However, if everyone

does not have that same access to our educational technology, they are being put at a

disadvantage. The use of technology doesn't halt as soon as you receive your high school

diploma, it is a part of everyday life and it is necessary in your adult life. Jobs look for people

who are technologically advanced and colleges look for those who can use simple programs like

Microsoft Word. We know and understand the requirements of getting a job or going to college,

but unless it affects us, we do not think about those who do not understand or do not meet the

requirements. There is a major disconnect between knowing that there is a problem and fixing

the problem known to exist. There is legislation, there are resources, and it is time to use them.

With the major role technology plays at this point in time, not having it hinders success more

than the public may think it does.

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