The In’s and Out’s of Digital Divide, Digital Equity, and Digital Inclusion
The main ethical concern with digital equity and inclusion is the inability to access technology and resources, creating a digital divide and unequal opportunity for a tool that is very beneficial and necessary in everyday life. Many individuals are not fortunate enough to have 27/7 access to the internet, digital technologies, and the information published online. This is extremely unfair and puts several people at a disadvantage since technology accessibility is the main way people research information and keep updated on the outside world around us. Technology is a huge part of the education system now and is a pivotal resource in learning and research. Many school systems fail to realize that providing an iPad, laptop, or tablet at school is simply not enough and does not bring any use to the student if they do not have access to the internet at home. Access to these resources is essential and very overlooked. The difficulty in attaining access to the internet or a technological device and social inclusion are significant ethical concerns that surround digital equity and inclusion.
Digital Equity is what cities and states strive for, as digital inclusion is the work individuals are doing to create Digital Equity. This term will become even more significant as technology continues to advance and services continue to migrate into the online world. This is supported by NDIA Definition, “Digital Divide is the issue. Digital equity is the goal, Digital inclusion is the work” (National Digital Inclusion Alliance, 2021). The Digital Divide and Social media create more inequality, as it concentrates on educational and networking resources among privileged individuals. It cannot be stressed enough that digital technology, the Internet, and Social Media is continuously evolving at a fast pace. I strongly agree and support that “All city residents and businesses should have the tools and skills to be part of our digital society” (Minneapolis City of Lakes, 2021). The rise of social networking is a big contributor to increased inequality, but our generations must conquer those sociocultural technologies. Technology can improve equity through equal access to devices, equal access to the internet, personalized learning, and socio-emotional support.
Emergency online learning came into place when the COVID-19 Pandemic struck. Individuals were forced to stay at home and learn from a screen all day long. This was a huge reality check and realization of the digital divide our society faces. Many students and families faced significant struggles when it came to distance learning at home. Access to education is becoming more and more of a problem as it shifts to being virtual. Having access to technological devices and the internet is essential for success during this time.
I found a very interesting and intriguing case study online that examines the digital divide and higher education challenge with online learning and the wake of the COVID-19 lockdown. The study “reveals the perceptions and experiences of university students from historically marginalized and privileged universities” (Azionya, 2021). This research examines the digital divide in the wake of the COVID-19 pandemic and the radical shift to online learning. The lack of digital inclusion is unethical and gives students unequal opportunities to advance their knowledge.
As a society, we need to close this gap and give every individual the opportunity to utilize technology. Accessing community resources and needs is a great way to start. Seeking to understand the problem is essential when assembling a vision and developing a goal. When it comes to education, teachers need to recognize their students’ current technology capabilities, accessibility, and concerns. One strategy that is necessary for helping address issues of digital equity and inclusion is providing wifi routers, hot spots, and devices for individuals to learn, research, and retrieve information from.
This case study I found, while examining online, displays how California State University helped bribe the Digital Equity Divide. Students and members of the university are increasingly critical of technology accessibility to ensure student success in visual learning. “The pivot to online education, while necessary, has magnified the pre-existing digital equity divide between students who have adequate internet and computer access, and those who do not” (Ruble, 2020). Recognizing this need, California State University has invested millions of dollars to provide students with various digital equipment and services. They distributed over 21,000 laptops and tablets, 10,000 mobile wifi hot posts, and over 18 million dollars in new equipment. This fight was all for students who never were blessed with this opportunity to help them learn and succeed. Not only did they provide these devices and hotspots, but the campus is fortunate enough to cover the cost of service and provide spaces all around campus where students can access the intermit with wifi at no extra cost. This is a step in the right direction, as major improvements can be made if this continues all over.
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