Recently, the Government of Canada announced that the internet has become an essential service, meaning every Canadian citizen should have access to it. Along with access to the internet comes access to knowledge, and access to knowledge means access to power, so this statement is incredibly meaningful. However, as societal divides become greater due to economic, educational and geographical factors (just to name a few), digital divides may become greater, too. During class today, I found myself wondering about a specific question:
How can I design learning that encourages the development of certain skills when there is a divide in the access to digital tools to begin with? Based on class discussions today I have come to understand that divides in access to internet and its use are directly linked to the delay or lack of development of fundamental digital skills that would allow people to take full advance of the internet they do have access to. For example, some students do not have access to a computer at home and are not able to practice fundamental digital literacy skills such as writing, creating and participating in online spaces. This means it is our responsibility as educators to be aware of potential digital divides and introduce these concepts and skills in the classroom. If we do not, our students will most likely lack these skills as adults and the cycle of divide is perpetuated. Some concrete examples of how I as an educator can address this concern and work to minimize digital divides in my classroom follow. One of the best things I can do is allow time for students to experiment with digital spaces on their own. We should provide enough scaffolding that students feel confident branching out online as learners and researchers, which will then allow time for us to make observations that will inform our pedagogy and future lessons. It is also vital that we spend time with students planning activities that will take place on the internet. Such activities can include brainstorming strategies for using the internet, generating specific questions we can ask, and compiling a list of potential search terms to use depending on the desired search outcomes. Finally, in our planning we need to anticipate questions and difficulties that students will have and develop a plan with our students that they can implement if they are having trouble. I believe that if students feel like they can be successful online at an early age, they will feel empowered and develop a sense of agency that they will carry with them from then on. I believe that empowerment is the key to developing students’ digital literacy skills and ensuring that the digital divide is minimized starting in the classroom. -Miss. Coleman
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AuthorJessica Coleman holds a Bachelor of Education as well as an Honours Bachelor of Social Sciences, both from the University of Ottawa. She is an Ontario College of Teachers certified teacher, currently working towards a Masters of Education degree at uOttaw, as well. Archives
September 2018
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