What to do about the digital divide?

During the weekends, I spend several hours tutoring middle and high school students at the public library. The parents of one of my students, who do not have home internet access, do not allow their son to go to the library by himself without an adult nearby. Thus, every Friday night, like clockwork, this student calls me asking if I will be tutoring other students at the library in the morning; if I have other students, his parents will drop him off at he library three hours prior to our lesson. Of course, he spends this three hours on the internet. Often, I struggle to get him to focus on the day's lesson because he simply wants "5 more minutes."

Having a student like this forces me to be conscious of the digital divide that exists in this country. This aspect of society is particularly troubling as the internet proves to be powerful tool for democracy. The internet allows people to instantly connect with each other, form groups based on shared interest as well as allow constituents to voice their opinions to Congress. People are being constantly inundated with digital information and need to develop the skills necessary to understand, navigate and respond intelligently to all this information.

Hopefully, I will be lucky enough to get a job at a school where teaching with technology is ubiquitous and encouraged by the administration and surrounding community. However, it is possible that I may not be in a situation this fortunate; I may be at a school that uses little to no technology or does not approve of technology use. It is also possible that some students attending a technology-friendly school may have access to that technology only at the school and may not have internet access at home.

If I am in one of these unfortunate situations, there are several possible steps I would take. If a student has no access at home, I will communicate with the parents and try to find a way to provide internet access to that student. Perhaps the parents would be willing to pick the student an hour after school ends so the student may use the school's facility. Also, teachers can suggest to parents possible inexpensive options like netbooks. Also, if I am at a school that does not have an internet infrastructure, then it is possible for teachers to seek grants, gain support from other teachers, students, and the administration and message their congressmen. The EdTech Action Network provides an easy way for technology advocates to tell their congressmen to support relevant legislation. Not only does this action help get technology into our schools, but it also allows us to demonstrate to our students how to operate as a citizen within our democracy.

Other teachers are dealing with the digital divide in their own ways. In situations where boys have more internet access than girls, it is important for the girls to be encouraged to develop their internet skills. David Warlock discusses the increased demand for netbooks after schools in Canada received a new wi-fi connection. Also, the Bill and Melinda Gates Foundation is providing millions in funds for improved internet access in public schools. In order to begin to the journey in receiving funds for a dramatic technological facelift, it is important that the teacher gains support from the parents and the community. Parents should advocate for their schools as having an online curriculum makes keeping up with their child's school work more manageable. Rather than having to schedule a once a year parent-teacher conferance, online access allows for more frequent contact between the two parties.