The Impact of Online Knowledge in Education and the Digital Divide
The effects of the internet and online knowledge have been experienced across the globe. In the United States, although there appears to be no end to students having smart phones, laptops, and desk top computers, there is still a digital divide. According to Mensah (2003), in the article, Computers in Ghanaian Secondary Schools: where does equality come in, states, “Nations in the developing world are not the only regions caught in the “digital divide” phenomenon, brought about by ICT (Information and Communcations Technology) implementation”. (p. 46). Among other “advanced”countries, Mensah (2003) mentions the United States as an area where “there is evidence of a persisting digital divide, despite a significant growth in computer ownership and usage overall” (p. 47).
Although there is evidence that a digital divide exists in the United States, there are still households that own computers. Below are excerpts taken from a survey from Schrum and Levin (2009) from 2006 on parent and teen use of the internet: (p. 28), 87% had internet access at home89% of those with home computers used e-mail daily,75% did text messaging,38% used instant messaging (IM),76% kept up with news and current events online. The numbers from the Schrum and Levin (2009) survey are from the United States, which in the book Rethinking Education in the Age of Technology, Collins and). Halverson state, “The revolution is advancing globally, but America appears to be at the leading edge (p. xiii). But, in his book, The
World Is Open: how web technology is revolutionizing education, Bonk (2009) didn’t necessarily agree, he believed Asia’s technology access was more dominant than anywhere in North America. (p.128).
According to Mensah (2003), this digital divide is not only occurring from country to country, but also, in-country as well. The research has shown a growing facet of haves and have not’s and their relationship with the digital divide. There are prosperous areas of the world that appear to have a greater advantage in securing computers and access to the internet. According to Mensah (2003)…”the introduction of ICT in Ghanaian schools is likely to lead to a “digital divide” between the urban schools (haves) and rural schools (have not’s) and will thus exacerbate the existing disparities in Ghana’s educational system”(p. 40). A similar finding regarding the United States will be briefly mentioned later in the paper.
Previously, technology did not flourish as rapidly as it has in our current time. In the past, school systems appeared to have a cookie cutter approach to education. Collins and Halverson (2009) also found this to be true, when they assert, “This factory model of education actually worked relatively well in a world where change wasn’t constant and skills learned could be applied for a lifetime” (p. ix). Unfortunately, school systems still apply the “factory model” approach to teaching students, but this is no longer a viable option. The technology that students utilize outside the classroom, are just as important to their academic endeavors. Currently, students are not being adequately prepared for their lifetime. It is no longer an option to conduct educational business at the status quo level. Unlike the past, change is indeed constant. At this pace, students are not being prepared for 21st century careers, and quite frankly, current education majors in universities across the world are probably not receiving the proper preparation in their courses to meet current and future needs (Hooft).
Although the World Wide Web has been in existence since the late 1980’s, for those who can recall or even romanticize the times when students received penmanship grades and when typewriters were in full use American schools, the thought of utilizing computers and the tools of the internet, may not always be welcomed. But also, according to Bonk (2009), the internet “has evolved from a highly popular medium for information transmission and consumption to a platform through which content is created, shared, remixed, repurposed, and passed along by its participants to potential users”. (P. 205). This may not mean much to the seasoned educator, or as Schrum and Levin (2009) refer to as the “digital immigrants” (p.27) but to the future leaders of this world (the “digital natives” p. 26), at least for those who have access to online knowledge, this statement means a great deal in terms of how they communicate, learn and function in the world around them.
The Evolution of Technological Access and the 21st Century Learner
The internet allows students to become more involved in their learning, for those who have access to computers and the Internet, this type of learning appears to take place more outside the school than inside. Bonk (2009) realizes that learners now have the opportunity to guide their education using their voices. (p. 205). However, if school districts, administrators and teachers are not prepared to guide students into the 21st century, the educational system will have failed. Although the United States and other nations may be in a “revolution” when it comes to online knowledge, Collins and Halverson (2009), believe “The trouble with being in the vanguard of a revolution is the problem it causes for people who are unable or unwilling to cope with the changes” (p. xiv).
In the past, there has always been someone, whether a researcher or lay person, who attempt to prove the negativity in relation to the use of “technology” in that particular era. For example, a principal in 1815 states, “Students today depend on paper too much” (Collins and Halverson, 2009, p. 30) (at the time, slates and chalk were heavily utilized). In 1987 a fourth grade teacher stated, “If students turn in papers they did on the computer, I require them to write them over in long hand because I don’t believe they do the computer work on their own”. (Collins and Halverson, 2009, p. 31). Now, just as in the past, we still have people who illustrate the disadvantages of using technology and online knowledge. According to Bonk (2009), the online learning movement has spread across the planet”. Still many educators and trainers remain quite reluctant to adopt online learning. Some have too limited budgets for such changes. Some note the lack of time or recognition for use of online technology. May other resisters note the limited management support they have for such changes. And there is no denying that few were trained for the new job duties of an online instructor. The critics also accurately point out that online courses are often lacking in interactivity and engagement (p. 136).
The issue at hand is the fact that students have already embraced technological tools in their everyday existence. They use avenues such as blogger, facebook , you tube and twitter in order to communicate, learn and participate in the global world around them. As previously mentioned, they are becoming disengaged in their classrooms because educators are not using tools in which they are familiar and interested (Hooft). This does not always mean it is the fault of the teacher. Some teachers are also tech savvy (digital natives), but, as earlier mentioned, lack of resources and understanding by parents and other educators prohibit the use of their online knowledge.
The fact that 21st century learners are considered digital natives, whereas most educators and parents are considered digital immigrants (or somewhere in between) brings up another type of digital divide. This division is a generational digital divide. The largest issue with this type of divide would be, a revision and redefinition of learning will not flourish if this digital divide continues (Hooft). Adults in general, whether or not there are professional educators or not, must step into the 21st century. This issue is not only about formal education. Some of the same technological tools that should be used for education by students are the same ones they use for social networking. As such, there are both disadvantages and advantages in terms of utilizing technology in education.
The Disadvantages and Advantages of Constructing Online Knowledge and Technology
Previously in this project, there were disadvantages and advantages mentioned regarding online knowledge in the classroom. However, there are also disadvantages and advantages that influence the construction and maintenance of online knowledge and technology in education. These issues appear to reflect what is occurring in our global society. Although the discussion regarding construction and maintenance is centered around education, these are societal issues as well. For example, without proper technological construction and maintenance, global commerce, business and social networking will not take place. Whether the issues are in the United States or in Africa, there is still, for instance, a problem with the quality and quantity of computers in a classroom. Or, if the school is not physically equipped to handle the provisions of computers and online connections, that will be an issue. It also cost money to be able to provide the upkeep of computers that break down or for the ever changing new software that becomes available. Also, school districts must hire someone who is able to continuously repair and upgrade the computers and the software. In today’s economy especially, this can prove to be quite daunting and expensive. Collins and Halverson (2009) maintain similar concerns, “In addition to the high cost of purchasing machines are the high cost of maintenance and software” (p 38). In fact, according to Bonk (2009), “Such barriers and challenges need to be addressed as online becomes not just an option, but perhaps the major way in which anyone learns” (p. 136). The above-mentioned issues are not only prevalent in the United States, but in other countries as well. For instance, in speaking about Ghana, Mensah (2003) discuss comparable issues, when he makes clear that schools “that have been established in rural communities in Ghana are faced with the problems of poor infrastructure, lack of material input, inadequate logistics, and lack of qualified teaching personnel”. (p. 43). These are the same challenges facing schools in the United States, and across the globe. While there have been several disadvantages regarding technology being acceptable in education, research has also pointed to some advantages. It is interesting that in both developed nations as well as developing nations, there appear to be similar issues in establishing technology and online knowledge. For example, in, Mensah (2009) states, “The developing world also perceives ICT as a tool that will promote socioeconomic, political, and sustainable development” (p. 40). In terms of students and teacher benefits, Mensah (2009) also states, they ”will contribute to knowledge production, communication and information sharing among students and teachers in the school system” (p.40). The use of technology is providing hope that it will be the educational equalizer. This view is also spreading to some factions of individuals in the United States. Recently, the Mayor of Chicago, Illinois, introduced a vision for the importance of 21st century learning that city (You Tube, 2010). This is relevant because the leader of a metropolitan area has plans to provide funding for the City Colleges of Chicago. It would appear that he does understand the urgency in educating the youth.
In terms of what online knowledge and technology can do for students who have access, Mensah’s (2009) opinion is, technology has allowed students and teachers to contribute in the sharing of information and providing knowledge with others on a global level. This is an opportunity for students, but administrators, teachers and parents all must be committed to this task. If the digital immigrants do not understand the importance and relevance of technology, they will not be able to adequately assist students. As Collins and Halverson(2009) state on page 123, “The technology literacy gap begins at home” “Although parents provide their children with access to television, games, computers, instant messaging, and cell phones, many confess that they do not really understand how children use their new technologies”. If parents are not fully understanding the depth of importance technology is in today’s society (and the future), they may not be willing to assist their children in advancing. However, another problem stems from the fact that some parents do understand, but cannot afford to purchase a computer, or have the time to become familiar or tech savvy. This issue of how parents may become involved learning about issues of technology will be briefly discussed later in the paper.
The role of the Educator in Creating a 21st Century Learner- Are we there yet?
Creating 21st century learners is imperative to global success and it’s the responsibility of educators and parents. “Computer technologies open new avenues for curriculum development- ranging from new forms of teaching and learning to new ways of organizing how students and teachers interact”(p. 117, Collins and Halverson 2009).As Schrum and Levin (2009) also highlight, society at this point are attempting to prepare current learners for careers that have yet to be invented. They state...”we take risks with nearly every decision we make in education today because we don’t know if we are providing the right kind of education our students will need to “survive and thrive” in the 21st century (p.6). It is a necessity that educators, administrators and parents alike, are properly and continuously trained, and be humble enough to ask for assistance from students who know how to utilize online knowledge. According to Schrum and Levin (2009), our society has not utilized or accepted all of the necessary tools that exist for preparing out students.
The fact that school systems are not providing tech savvy instruction is often a disappointment to students. Alongside the lack of provisions for this type of instruction is the issue that several school systems have banned online sites and techniques, including blogger, facebook and you tube. These actions not only show students that educators do not fully grasp the new reality of this type of learner, but some educators are also not making much attempt to embrace this technological knowledge and incorporate it in to the curriculum or into policy. (Hooft). If schools cannot or will not embrace the technology revolution, in the future, students may take more advantage of E-Learning programs. According to Bonk (2009), “E-learning or online learning have become more prevalent in the last ten years.. “During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream” (p. 204). Although E-Learning is used today, in the future it may prove to be an even more viable option for students who feel as if they are not receiving the 21st century education that will assist them in being prepared for the ever-changing world around them.
Micro-Level and Macro- Level Solutions to Preparing the 21st Century Learner
Across the globe, there are several micro-level solutions that are being instituted to assist students in preparation for online knowledge and a technology-driven society. In the book, Leading 21st-Century Schools (2009), one high school principal describes how important it is for her to model the technology of Web 2.0. In talking about students, the principal states, “They are programmed to multitask in technology-rich, engaging environments and are used to multifunction, interactive formats” (p. 9). But, like several schools across the world, “In the typical classroom, the pedagogies of years gone by are still the status quo” (p. 9). Another example of a micro-level solution would be Seth Owusu, who is originally from Ghana. He has started a nonprofit organization, called Entire Village Computer Organization that “makes a three-year commitment” to donate computers to schools in Ghana. Owusu also sends technicians to schools to repair computers when he can. In addition, his group gives teachers power in repairing their own computer (Royce, 2009, p.1). According to the article for CNN by Linda Royce, Owusu believed in his mission to such an extent, that he paid for his organization by selling his home. As for the changing curriculum and methodology in schools, there have been online tools to assist in this area. For instance, both Teacher Tube and School Tube are available for free (as are many Web 2.0 sites). Bonk (2009) describes both sites, stating they are valuable sources for both teachers and students to gain and contribute information. Although these sites are available, as with anything else, educators must feel comfortable utilizing those tools, receive some sort of training and have access to these sites. Because according to Schrum and Levin, “Today’s students are using the Internet as their preferred tool for learning outside of school, getting RSS feeds from multiple sources, participating in live chats, using instant messaging, creating an posting online videos, readings and writing blogs, using and contributing to wikis, modding, creating mashups, and joining smart mobs” (p. 28). Educators must be able to utilize the same resources during the school day. As previously mentioned, some schools lack such resources as up-to-date building structures that can utilize computers. In some places in Africa, the government is attempting to work around this issue. According to Bonk (2009), there is increasing mobile phone ownership, acceptance, and use. This rapid spreading of mobile phone use and associated networks makes it a viable educational option” (p. 315). This appears to be an inventive way of working around lack of computers in the classroom. This has worked thus far, because more people in that area have access to mobile phones than they do working computers. Collins and Halverson (2009) discuss a possible way to assist teachers in working with students in the area of technology. “One curriculum design that we favor is using technology to help students focus their learning around their goals and interests. Such schools would place students in curricula based on their goals and interests, rather than on their ages or on the prevailing curriculum of their schools” (p. 117). They also include a way to get parents involved, when they state, “Each child, with the help of their parents, would choose one or two curricula to start with, but might change from one curriculum to another, with the agreement of the teachers and parents” (p. 117). Schrum and Levin (2009) (with the help of Fletcher, Tobias and Wisher) also offer additional suggestions in assisting teachers and parents. They state, “Classroom teachers can locate and assemble instructional objects from the internet or the Web for students to use individually collaboratively, or under instructional guidance. Parents can access the same materials to see themselves what students are learning in school or to pursue their own learning (p.48). Schrum and Levin (2009) also gave an example of what an entire board of education has implemented in order to address the issue of online knowledge and technology. On page 13, Schrum and Levin (2009) provide information about the North Carolina Board of Education which the following provides standards for their administrators: School executives will create conditions that result in strategically re-imaging the school’s vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it (North Carolina Department of Public Instruction, p.3.) (p. 13). On a macro-level, in Ghana, “The use of ICT in secondary schools will soon be a policy mandate in the Ghanaian educational system” (p. 45- Mensah 2003). It will be interesting to learn whether or not such an expensive and logistical undertaking will be initiated. This is an important decision by the Ghanaian government. The interviews that were conducted in Ghana will speak more to the outcome of this policy.
