Thoughts on the "Digital Divide" and tech integration

I feel somewhat comforted after reading Mark Prensky’s Digital Natives, Digital Immigrants article and Paul J. LeBlanc’s article, The Politics of Literacy and Technology in Secondary School Classrooms. As a technology teacher, I have experienced first hand many of the issues touched upon in these writings. Although Prensky and LeBlanc comment on the ineffectiveness of technology integration from different perspectives, both observations can be seen as valid complaints and a call for change.

Prensky strikes at a fundamental conflict by pointing out the digital divide that exists between “Digital Natives” (students and some younger teachers) and “Digital Immigrants” (veteran teachers). He cites that the technological saturation of everyday life has caused students to develop their own way of coping with, and processing, information. In addition to voicing their desire for quick and easy access to information, Prensky also states that today’s generation of students are fluent at operations such as multitasking. He draws the conclusion that due to these experiences, students of today learn differently from people of previous generations. Prensky calls for teachers to develop more understanding of how today’s students learn and asserts that in order to be effective, teachers must change their methods to present material in ways that will actively engage their students.

LeBlanc focuses his comments on the political struggles and pitfalls of technology integration. He speaks of Rose, a fourth grade teacher who was given a computer for her classroom. Through examining her case, LeBlanc points out Rose’s unrealistic expectations of what she could achieve, the lack of her skills, and the lack of readily available professional development. He also speaks of Michelle, a tech-savvy teacher who became responsible for her school’s technology program, yet was not invited to serve on the school’s technology committee or have any input regarding technology purchases. LeBlanc goes on to point out how school administrators unfortunately manipulate technology in a school or district to become a trophy piece used to appease parents. Poor political decisions made by administrators not only hinder teachers interested in closing the digital divide between them and their students, but also give uninterested teachers an excuse not to change.

The goal of effective technology integration should be to close the divide that exists between Digital Natives and Immigrants. This requires teachers, administrators, and school districts assessing each other’s needs and working together to get behind that goal and make it happen.

Self-assessment is also very important for teachers charged with incorporating technology into their curriculum. Teachers need to be able to realistically assess their skills and ability. How is this possible? Honest self-evaluation of technology comfort level is a good start. Personally, I had the benefit of being a student of a very good technology program when I was in high school. The program was not built around learning keyboarding skills or basic computer operations, rather we learned skills like programming and scripting (in Apple’s HyperCard and MS Excel), basic 2D animation (in Macromind Director), and computer illustration (using MacPaint).
Even though I received this education in the early 1990’s before the widespread availability of Internet access, the skills I learned have served me well in adapting to constantly changing technologies. Currently, in addition to skills working with productivity applications, I employ skills related to digital media such as photography, video editing, and music production in my classroom. I teach students the basics of these disciplines and tie these computer skills into other curriculum areas. For example I use Garageband, a music production program, with students to examine the mathematical use of patterns in music and their effect on compositional structure. In my music/band classes, I have limited real instrument resources so laptops loaded with Garageband and coupled with midi controller keyboards are invaluable in providing every student with the opportunity to play an instrument.

I also found success this past year with an 8th grade social studies class who filmed their own interview style vignettes about the 9/11 tragedy. After an introductory lesson, the students edited their video footage using iMovie. In one of my 3rd grade classes, students paired up to produce a podcast episode about Math problem solving using Garageband, which I then posted on the web for parents to hear. Another fun and effective project was with a 7th grade reading class. They used digital cameras and iPhoto to create a series of tableau vivant style images to illustrate a Langston Hughes short story.

Reflection is an important part of developing technology skills as a teacher and after reflecting upon different aspects of these projects and their outcomes, I see areas where they can be refined. My goal is to implement these refinements for the upcoming school year.