The BETT Show got me once again thinking about the digital divides, and I am very careful to use the plural here as I believe there are many digital divides currently acting on our students. Now I have been challenged in the past over the existence of a digital divide (note the singular here which I think is important) with evidence of widespread access to devices being one of the key points of challenge. One piece of research, for example, suggested as many as 98% of UK 16-17yr olds owned a smartphone. Based on this data almost all children have access to both a device and also internet access suggesting ubiquitous access and no digital divide however, although this may tick off the divide related to access to a device and also access to the internet, what about the other divides?
Its not the device that matters!
When looking at school technology strategy we have long identified that a strategy to simply put a particular device in staff and student hands doesn’t work. Its not about having the device, although this is an important foundation, its about considering what it will be used for, how its use will be included in teaching and learning, what support is available in terms of technical support but also subject related technology use support, the overall culture of the school in relation to technology use, the confidence of teachers in using technology, etc. In terms of students and the digital divide, there are similar issues.
Have it, but don’t use it here
One obvious divide for students relates to school technology strategy. In some schools technology has a key part to play, so 1:1 devices might be available, class sets, or BYOD might be supported, but generally it is a case of technology is encouraged. Other schools may have far more limited technology and may ban the use of mobile devices; All of a sudden our ubiquitous access to devices and the internet isnt nearly as ubiquitous if students arent allowed to use their devices and no devices are provided while in schools. Those students who are encouraged to use technology in school, across their lessons, benefit from lots of learning opportunities in relation to technology, while for those without, these opportunities don’t exist.
Supportive networks
For some students, use in school provides them teaching and support in relation to technology and its use through advice from teachers, support staff such as IT staff in schools plus also from their peers who like them are using technology within the school. This support helps, and ongoing use also helps as it allows students to build confidence in the use of technology, which then supports experimentation with new technology or new functionality within existing platforms. But this support isnt uniformly available with some students receiving far more than others. And the issue of support extends beyond the walls of the school to home, where some students will benefit from engaged parents willing to discuss technology use, the benefits and risks, where for other students they may be left to their own devices, which may devolve towards doom scrolling social media apps.
Digital Citizenship
And in some schools there will be robust discussion of social media app and the broader issue of digital citizenship. Students will therefore be more aware of the risks and challenges associated with social media including issues around big data, influence, bias and echo chambers, etc. This will be in addition to the meagre amount of discussion which may be supported in PSHE lessons or within the computing science curriculum which might be all some students receive. Plus, where there is robust discussion, there is a greater chance for students to ask questions or seek support.
Maybe you need more than a phone
We also need to recognise that the smart phone isnt always the best tool and sometimes we need a bigger screen, a keyboard and a mouse. So, although ubiquitous access to a smartphone is a good start it isnt the solution. A study looking at device access for homeschooled students in the UK found that slightly more than half of students had to share a device with others in the household for example. Again, we have some students who benefit from their own device which they can personalise, use and build confidence with, and other students who do not have this benefit.
And then there’s the new tech; GenAI
So, from the above I hope I have highlighted some of the divides impacting on students and this is now further compounded by new technology such as GenAI. In some schools this is being discussed and students are being encouraged to learn about and use GenAI solutions, but in other schools GenAI is out of bounds and banned, or the students simply don’t have access to the basic technology to properly explore GenAI. For those students learning about AI, they are likely to be more confident and familiar with GenAI solutions they encounter as they exit school and either continue their studies or enter the world of work, whereas those who have been deprived of the opportunity will be presented with a steeper learning curve.
Conclusion
For me there are definite digital divides and I feel current development around GenAI is only going to widen these divides. Access to a device and internet, the ubiquitous smartphone, is a good start but it is akin to giving devices to teachers with no professional development or support. They might get some use of the devices but never what is truly possible. And looking at students and the smartphone I suspect what they might get out of their devices will be a lot of YouTube and TikTok content rather than something more meaningful.
We very much need to seek to address the digital divides and for me the place we need to start is with the basic building blocks in terms of infrastructure and devices in schools. Only once this is reasonably consistent across similar types of schools can we then move on to tackle other digital divides.
References
UK: children owning mobile phones by age 2023 | Statista
Technology and Learning