Digital Divide

1. Transcontinental Project: The Digital DivideNatasha BrownDaniel Gilbert-ValenciaBen NguyenTarae Waddell-TerryORGB625: Leadership and Professional DevelopmentDrexel University, Summer 2011

2. Digital Divide • Digital divide can be expressed in a number of ways. • The gap between those that have access to "information  technology" and those that don't. (Drickland and Schneider,2011) • inability to connect the web, understand and choose appropriate technology to learn. (Lopez, 2010). • Higher Education and the Digital Divide • Some students have higher level of understanding regarding information technology than others. • Faculty do not have the proper knowledge to effectively educate students and are resistant. • Technology changes very quickly, makes keeping current and preparing students difficult. • Bridging the gap between technology and pedagogy to increase learning.     • (Eklund, 2010;Grappling with the digital divide, 2008)

3. The digital divide is becoming a widespread issue across the educational system. Higher education institutions are using technology learning modalities to deliver education. Instructors of higher education courses face the added responsibility of teaching more than their subject area. They must also provide remedial technology training to students in order to ensure the students understand how to interact with the required course software. They also must ensure that technology and pedagogy are addressed appropriately. Institutions increasingly assume that most entering students have the skills necessary to navigate web-based registration, financial aid, and virtual learning sites. The economy has forced a large, diverse population to enter higher education and obtain the necessary skills to join the workforce. Many of these new students do not yet have the necessary skills to be successful in the digital world leading to high course failure rates. Students who fail to thrive due to technological deficiencies leave higher education in a worse position than they entered; without a degree and saddled with student debt.   The Digital University is facing this same challenge with a focus on technology and an  increased enrollment of students who need to understand the university’s digital model they have to address this critical issue. They must come up with a strategy that addresses these issues for leaders, educators and followers to effectively bridge the digital divide. What is the impact on leader and the follower? How do the leaders respond? What role do educators play? We will give a few tips on the following slides. The Situation/Case Study

4. Impact on Leaders • Vision • Ensure all students receive help necessary to effectively navigate the technology needed to be successful in the classroom (Spellman, 2007).  • Employees/Team Responsibilities • Redesign Services • Institutional planning should address support services that may be necessary or appropriate for information technology learners (Spellman, 2007).  • Counseling and Assessment • Students should be counseled and assessed upon enrollment for technical skills as well as the traditionally assessed Math and English competencies. Remedial digital training may be necessary for some groups.  • Financial • Finding other Sources • Higher Education has been hit hard by the economical down-turn. Leaders must seek out new sources of income to meet the costs of the changes above.  • Pursue Grant Money • Such as The Minority Serving Institution Digital and Wireless Technology Opportunity Act11 (The Act) and The Broadband Technology Opportunities Program (BTOP) • Entrepreneurial thinking • Develop mission-related ventures that can be used to expand the income of the institution.

5. Impact from Digital Divide Significant technology disparities exits Groups: Low economic students, under-prepared students, working students, commuter  students, and returning adult students Struggle with technology access, on-line support, and limited resources Limited access to technology once they leave campus Out-dated technological equipment (Education and Class, 2011) Decrease student  academic achievement (Juniu, 2008) Decrease student  retention and enrollment Impact from Bridging  Digital Divide Support students’ learning and development Increase active, inquiry-based learning Develop professional and personal life skills Prepare students for citizenship, community membership, and life-long learning Rewards will outweigh failure  Transformative learning  strategies for  technology driven 21st century economy Help students learn  about technology, configure how to apply it to  meet their needs and various learning styles, and prepare pathways for future knowledge-based careers Improve retention rates, increase academic success, teach teamwork, promote self-exploration, self- improvement, and persistence (Navarro, 2008) Impact of Followers

6. Leader’s Response to Situation • Leading followers • Community training: Provide training sessions at local community centers or “one stop” centers to the old and young alike to enable them to take advantage of the opportunities that technology provides. • In addition to public libraries and community centers, school districts should create opportunities for the community to benefit from the technology already available in schools. Families who have no access to technology at home should be able to use technology after school hours. Provide training or a competent staff to answer questions. • Integrate technology into curriculums at the elementary levels. • Recruit the active support of parents and the community. Tap into their communities to build understanding and support for technology spending and use. Parent and community support can be the make-or-break factor in moving schools forward in using technology effectively. • Shaping Situation • Inspire acceptance of new innovations, accentuate the positive benefits, and explain the naturally technological progression. • Explaining how the new technologies could be useful and comb through the technological web and person technological jargons that can be intimidating to late adopters. • Provide support via training online or local education channels, make it easy as possible with instructors, encourage continued use and let them know they are being part of something modern that can make their daily lives easier.

7. References Dickard, N. & Schneider, D. (2011). The Digital Divide: Where We Are. Retrieved from: http://www.edutopia.org/digital-divide-where-we-are-today Education and Class.  (2011).  Bridging the digital divide in college.  Retrieved from http://www.educationandclass.com/2011/01/24/bridging-the-digital-divide-in-college/. Eklund, N. (2010). Higher Education’s Digital Divide. Minnesota Business. Retrieved from: http://www.minnesotabusiness.com/highereducations-digital-divide Grappling with the digital divide. (2008). Retrieved from: http://www.timeshighereducation.co.uk/story.asp?storycose=403135 Juniu, S.  (2008).  Digital democracy in higher education: Bridging the digital divide.  Innovate,  2, 1.  Retrieved from http://www.innovateonline.onfo/. Lopez, P. (2010). Framing the Digital Divide in Higher Education. Redalyc. Retrieved from: www.redalyc.org Dervarics, Charles. 2007. “High-tech help on the way.” Diverse Issues in Higher Education 24 (18): 14-15. Navarro, D.J.  (2008).  Digital bridge academy:  A transformative education to bridge the digital divide.  Digital Bridge Academy, Cabrillo College.  Spellman, Natasha. 2007. "Enrollment and Retention Barriers Adult Students Encounter." Community College Enterprise: 63-79. Vockley, M. The Consortium for School Networking, (2010). Digital leadership divide. Washington, DC: