Technology and technology access provide students with an array of possibilities when you consider that technology allows for more personalized learning and allows students authentic learning experiences. It’s also important to note that many technological tools allow students to express their creativity but in order to do so, students must build their skills. To do this, students must be allowed to practice. A 2010 study showed that students who have more access to technology both in school and in the home and are using it often are more likely to have a greater breadth and depth of knowledge when it comes to using technology creatively (Barron et al, 2010). We also know that this must begin early: 95% of brain development occurs at a very young age (before the age of 5) and rapid brain development also occurs during puberty (Smith and Throne, 2009). However, a study done by Common Sense Media shows that for children ages 0 – 8, only 48% of children whose household income is less than 30,000 have a computer in their home and only 27% of parents of this same group own smart phones (Rideout, 2011).
Though this home digital divide does exist, schools play an important part at helping to bridge this gap. They can begin by allowing students and other community members to check out digital tools to use in the home. A study done in Florida shows that this is increasing but not as much in schools with lower socio-economic statuses, which is where it is especially needed (Hohlfeld, 2010). It also should begin at an early age so that younger students will have access when their brain is in its highest rate of development. Schools can also help by providing training for families and community members and involve students, parents, and community members in the technology planning process (Hohlfeld, 2010). Teachers and schools can also aid in providing students a social network of peers and mentors who are interested and experienced in using tools. It has been shown that when students are exposed to a network of these kinds of mentors, it can lead to increased engagement in these types of activities themselves (Barron, 2010).
When we say to ourselves, “It takes a village,” we have to consider what we want our village to look like. We can empower the children of our communities by building our village the way we wish it to look, by providing our children access to the types of people we want to have a positive influence on them and the tools to empower themselves.
Barron, B., Walter, S., Martin, C., Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education. 54. 178-179.
Hohlfeld, T., Ritzhaupt A., Barron, A. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education. 55. 39-405.
Rideout, V. (2011). Zero to Eight: Children’s Media Use in America. Common Sense Media.
Smith, G. and Throne, S. (2009). Differentiated instruction and middle school learners. Differentiating Instruction with Technology in Middle School Classrooms. ISTE.