2005

Educational Policy Studies 415, Nicholas Burbules, Professor
University of Illinois at Urbana-Champaign
Graduate Program in Curriculum, Technology and Education Reform (CTER)

Authors: Amy Benish, Cheryl Cheifetz, Kim Darche, Patricia Reed, Max Uhls

Although computers seem to be everywhere today, the concept of equal accessibility seems to escape us.  Computers can be provided in many communities, but without appropriate training this access will be useless and/or counterproductive.  (Warschauer, 2002)  There are a number of issues described below which help in understanding the inequalities of the digital divide.

An acceptable use policy is a standard document that allows the district to outline the rights, responsibilities and authority of its network.

Boys and girls fare quite differently in technology participation and performance.  Research indicates different learning styles, interests, and the impact of role models are a few possible explanations.  There are methods to address the unique interests and capabilities of students of both sexes in their use of technology.  These must be addressed by teachers and administrators to provide opportunities for all.

How accessible are computers to everyone? The digital divide between the “haves” and “have nots” continues to grow due to economic, educational, racial, and geographical differences. High speed Internet access adds yet one more aspect to the already
vast divide.

Providing access for your students to the cutting edge of technology requires a considerable annual investment.  There is some support available through government funds, and even more in the form of competitive grants and awards.  There are also creative ways to bring cash into your school to support your technology program.

Technology use for students with hearing impairments can be a challenge. As technology progresses, knowledge for modifying it does as well. Resources are continually being developed in order to accommodate students with hearing disabilities.

For the average student, the Internet can be a difficult tool to manipulate. The continuum of visual disabilities that challenge students today multiplies those difficulties enormously. Computer work can be made accessible to those with visual disabilities through careful planning and preparation in the classroom.

The number of students with learning disabilities or mobility issues seems to grow every year. These students may have difficulties in the typical classroom due to their mental or physical impairment. Add a computer and Internet access to the mix, and complications arise almost immediately. Appropriate accommodations need to be procured in order to establish successful classroom experiences.