Exploring the Digital Divide in UAE Schools: A Framework for Change.

1. Exploring the Digital Divide in UAE Schools: A Framework for Change. Alia Al Dhaheri Kawthar Mubarak Abu Dhabi Women's College Higher Colleges of Technology Monday 26th Feb 2007 s200325102@hct.ac.ae s200220445@hct.ac.ae

2. Introduction • Why this topic? • A platform to voice our message – EWB conference.

3. The current realities of the digital divide in UAE schools. • Description of UAE schools. • General attitude towards technology in different schools. • Do teachers value technology education in schools? • Is technology embedded in the curriculum? • Traditional teaching methods.

4. Rationale for change • To address the technological inequities which exist in our context • To avoid mistakes of developed nations • To become globally competitive

5. Understanding the impact of unequal balance. • Unequal access = unequal education

6. Definition of digital divide • A technological gap. • Unequal access to technology education. • Digital divide in UAE schools.

7. Existing literature on digital divide • Bowmann (2001) defines it as “The concept of the Digital Divide has grown out of the concerns for equity and access to all forms of technology for people…”. • Fleisher cited in Mitchell (2001)states that “those who are digital have-nots are at risk of becoming socially illiterate”.

8. The Importance of Educational Technology in the UAE • The UAE Minister of Higher Education, Sheikh Nahyan, has said “Technology and communication pose serious challenges for the development of our educational system. Meeting these challenges successfully will enable us to become leaders in the uses of technology in education” (Gulf News, 2005).

9. Implications for change • The importance of change. • Change is fundamental and is needed.

10. Proposed change: Sustaining our schools for the future • Facilitate access to technology for all of the students and not the selected few. • There must be a policy reform and re-evaluation of technology education in all schools. • All schools must follow a comprehensive universal curriculum for all government schools. • There should be at least one computer lab and at least one qualified computer teacher in all schools.

11. Proposed change • Train teachers to include elements of technology in their lessons. • Technology education must begin from grade one. • Have experts monitor the implementation of this change and its programs. • Materials and resources must be closely monitored, evaluated and routinely maintained. • Promote participation from parents and community members in reinforcing the tenets of educational technology.

12. Conclusion As future teachers… • We believe in getting involved for the sake of our students and our nation. • We believe technology is a tool for social and educational transformation.

13. Bibliography • Bowmann (2001). The Digital divide Fact or Fiction? How do we meet the Challenges? The Digital Divide, Spring 2001 Vol.1(2). Accessed December 29, 2006 at http://www.tcla.gseis.ucla.edu/divide/politics/index.html • Mitchell, M. (2002). Exploring the Digital Divide trough Ethnographic Futures Research. First Monday 7,(November11), accessed January 3, 2007 at http///first Monday.org/issues/issue7_11/mitchtell/index.html • Al Nowais, S. (2005). Warding off negative impact of technology. Gulf News. Accessed December 30, 2006 at h http://archive.gufnews.com/articles/05/02/20/152737.html • Noonan, S. J. (2003). The Elements of Leadership. United States of America: Scarecrow Education.