6 Ways I Can Challenge the Digital Divide in My Classroom

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6 Ways I Will Challenge the Digital Divide
in My Classroom and School

by Paul C. Gorski for EdChange and the Multicultural Pavilion

Computer and Internet technologies are not equitably accessible to every individual. I must ensure that when I do teach with technology, I incorporate all needed adaptions available for people with disabilities.
The digital divide is a symptom of larger social and cultural inequities and my own prejudices sometimes help cycle those inequities. I must reflect on how I contribute to or challenge larger educational inequities and how this affects the way I implement technology in my own teaching.
The socio-cultural dimensions of the digital divide result in institutional discouragement to value technology-related fields for many people who are already disenfranchised by an inequitable education system. I must encourage women, people of color, people with disabilities, people for whom English is not a first language, and people from socio-economically disadvantaged backgrounds to value technology-related fields as accessible and attractive educational and career options.
The trend in educational technology is to find a new tool and squeeze it into teaching with little evidence of whether it actually improves teaching and learning. I must consider whether I am using technology for the sake of using technology or using it to truly enhance the teaching and learning experiences in my classes.
Computer-based discussions do not eliminate oppressive dialogue dynamics, but recreate them exactly as they take shape offline. I must not use technology to replace face-to-face interaction.
The fact that I enjoy teaching with technology does not mean all my students enjoy learning with technology. I must remember that although I am engaged by and learn well through various technologies, my students have a diversity of learning styles. I must not replace other teaching approaches with a solely or even mainly tech-centered approach.


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