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The Digital Not between the haves and have- nots. Between kids and grown-ups. By Hannah Trierweiler Hudson Megan is a 14-year-old from Nebraska who just started ninth grade. She loves watching YouTube videos and talking with her friends on Facebook, and her mom recently had to increase her texting plan to cover all the messages coming in. Megan has her own digital camera, cell phone, Nintendo RY DIA BAKE DSI,t ’asn sda flea ptoto spa, ya nthda ot nteec ohrn moloorgey opfl athyes sae bdiegv rioclees iins Museugaalnly’s b lyif eh—era st ildeea.st ME her life outside school. Compared to the interactions and exploration she’s ND/ engaged in at home, Megan finds the technology in her classroom falls a GRILL/BLE loirt ttlye pfela et.s s“Paryest,”t ys hmeu scahy sth. Me oonstl yo ft itmhee cwlaes usrsoeo tmhes cino mMpeugtaenr’ sis s tcoh odool rdeosnea’tr ch MIE have their own workstations, so teachers have to sign up for time at the PHOTO: JGI/JA CREDIT TK cMshoemeg “apdnue tfheiarn silt aneble.y vA”e nur dshe awsd hm tilhoeer ea o tfpeepwcoh rtnteoualncohigteyyr taso th huaosveme oeinn ttehe. arOancv tseihrvaeel ldw, oMheiest geaabtn osa csrhadyosso, lt.hat 46 SCHOLASTIC INSTRUCTOR FALL 2011 INS2ïDigital[46-50]v7f.indd 46 9/15/11 2:30 PM INS2ïDigital[46-50]v7f.indd 47 9/15/11 2:30 PM DIGITAL DIVIDE Recent research suggests that use technology in their classrooms. problems was at home. And yet, in the outside of the classroom into their Megan’s experience is not all that However, only 40 percent of students CDW-G survey, 86 percent of students lives at school—including mobile unusual. While we’ve traditionally report that technology is used in their reported using more technology out- learning, collaboration, and social WHO IS MORE TECH used the term digital divide to refer to classrooms. You have to wonder if side of school than in it. networking. They see potential in SAVVY: YOU OR the technology gap between financially “regular tech use” is defined differently Furthermore, when we do tap into using smartphones and MP3 players, secure suburban districts and their by kids and adults. digital literacy in school, it’s not with and they believe school policies YOUR STUDENTS? poorer urban counterparts, another At the same time, a whopping 94 the depth and breadth that the future banning these devices prevent them divide has emerged, and it’s cause for percent of students report that they workplace will require. “We’re still from making possible learning connec- concern: the disparity between how use technology to do their homework, using technology to teach at our stu- tions. According to the Speak Up 2010 My high school more about white- educators view their use of technology while less than half of all teachers dents, rather than putting technology report conducted by the technology students for sure. boards and iPads. and how students themselves per- into kids’ hands as a tool for them to nonprofit Project Tomorrow, 53 percent I have my own —Megan Farley ceive it. To put it simply, we’re falling learn with,” argues Julie Smith, vice of middle and high school students Geek Squad. short of kids’ expectations about how “You have to wonder president for K–12 education at CDW-G. feel that the restrictions on using cell —Tracy Shannon My students, of technology can and should be used Requiring students to turn in typed phones are the biggest obstacle to course! My students are, in the classroom. And its not just the if ‘regular tech use’ essays or to use three online sources using technology at school. Me, for sure. A lot of —Florence Riviera but I ask them to high schoolers and middle schoolers— in a research report is just scratching What’s more, kids want to be heard. parents seem scared teach me. is defined differently many first graders can easily find the the surface of what true digital literacy We are teaching digital natives, many to really let their kids I consider myself —Garsy J. Thoms Arctic on Google Earth or videos of by kids and adults.” means. And because today’s students of whom have been pounding on key- explore technology. proficent, but there Harper the American black bear without any are so tech savvy, they can sense those boards since their toddler days. Yet the —Jamie Jay Summers are still times when assistance at all. missed opportunities. Only four out of CDW-G survey found that just 30 per- I’ll ask them to help Me—but it’s my ten students surveyed by CDW-G felt cent of students say their schools ask I would say we are me do something on mission to make my How Often is “Often” their schools were meeting their tech- for their input on technology. Worse, about equal. I know the computer. first graders as tech Several findings from a new technol- (46 percent) incorporate technology nology expectations. while 75 percent of teachers feel they more about comput- —Katie E. Mitchell savvy as me. ogy survey by CDW-G highlight this into homework assignments. understand how students want to use ers, and they know —Pamela Ralston difference in how teachers and kids We’d all agree that the balance was So What Do Kids Want? technology as a learning tool, only perceive technology. For example, 75 out of whack if kids felt the place they From everything kids say, it’s clear 49 percent of their students agree. percent of teachers say they regularly most often read books or solved math they want to bring what they’re doing And Then There’s the Budget Of course, there are many reasons Math Teaching Made Easy— that help explain the gap between how teachers and kids see technology. Free And Shipping! Chief among them are budget, security, and access concerns. Everyone who NEW NEW took the CDW-G survey—teachers, 5 Practices for Orchestrating Productive Motivation Matters and Interest staff, and students—overwhelmingly Mathematics Discussions Counts: Fostering Engagement in named budget as the biggest challenge by Mary Kay Stein and Margaret Smith Mathematics to classroom technology, and with “[This book] provides teachers with concrete by Amanda Jansen and James Middleton state dollars under the (scratched and guidance for engaging students in discussions “This is one that you will want to read.”— outdated) microscope, there may be that make the mathematics in classroom lessons Glenda Lappan, Professor, Michigan transparent to all.”—Catherine Martin, Mathematics State University, Past President, NCTM little help on the way. and Science Director, Denver Public Schools (1998–2000) While kids may be clamoring to use Stock #13953 Stock #13787 their smartphones, many teachers List: $29.95 Member: $23.96 List: $37.95 Member: $30.36 are apprehensive about incorporating NEW Promoting Purposeful Discourse: them into the curriculum. School days Achieving Fluency: Special Education and Teacher Research in Secondary are packed enough without having to Mathematics Math Classrooms police students who are texting when by Francis (Skip) Fennell by Beth Herbel Eisenmann and they should be using a math review “This book is an “all in one,” giving both general Michelle Cirillo app or playing a vocabulary game. and special educators a condensed, concise best- “This book offers an all-too-rare portrayal One teacher-blogger who attended practices manual for mathematics instruction.”— of teachers actively engaged…in O the Mobile Learning Experience 2011 Heather C. Dyer, Math Support Teacher, Running analyzing mathematics teaching with the OT BSLirtsootoc:k k$ E 3#le41m3.9e7n58t a3 r y SMcehomobl (eCro: lu$m2b7i.a9,6 MD) gfSrootoamcl ktohf e #i mP 1rpe3rfoa4vc8ien4.g it.”—Edward A. Silver, CKE/ISTOCKPH cslotoaunndfeeerdne tln apcpleat oyppion.s g“t IeT cdea tanr i sslco oraende hnuesprh moscto hobofi loael - List: $37.95 Member: $30.36 O devices with all these great apps,” he N L FREE SHIPPING on these books for a limited time. Use code SHIP4FREE when SEA wrote, “but in my experience, the kids placing order. Offer expires 10/31/11. For more information or to place an order, O: are going to do what they want to do.” OT please call (800) 235-7566 or visit www.nctm.org/catalog. PH Finally, when it comes to assigning Find us on Facebook. Follow us on Twitter. 49 SCHOLASTIC INSTRUCTOR FALL 2011 INS2ïDigital[46-50]v7f.indd 48 9/15/11 2:50 PM INS2ïDigital[46-50]v7f.indd 49 9/15/11 2:33 PM DIGITAL DIVIDE homework, teachers have legitimate cast in that character’s voice. An Angry apprehension about the original Birds addict might use the game to digital divide—the one between richer explain the frustration felt by settlers children and poorer ones. Not every in colonial America for taxes levied student is like suburban Megan with against them by the king. If enough a technological suite at her fingertips. students have computer access, you “Teachers in poorer districts are could assign an online math game to hesitant to assign work that requires practice those multiplication facts as technology because not all students one of the alternatives. have access outside of the school Education and technology experts walls,” says CDW-G’s Julie Smith. argue we need to listen more and “And that’s a very valid concern.” talk less. “We’re missing a wonderful opportunity to hear directly from our Crossing the Bridge students about how technology can Despite the obstacles that may be help them learn,” Smith says. She sug- standing in the way, there are steps you can take to help bridge the “I can load up mobile devices new digital divide. with all these great apps, but in First, survey your students about my experience, kids are going what, if any, technology they to do what they want to do.” use at home. Then have an open class discussion about technology with your students. You won’t have any gests setting up school-wide panels trouble getting them to share their where students can offer their input thoughts on the iPad or the BlackBerry. on the curriculum and how technology Talking to students and their can fit into it. families can also help you gauge kids’ Allowing mobile devices may also access to technology outside the help to alleviate budget pressure, and classroom. What you find may sur- it doesn’t necessarily mean you have prise you, even in lower-income areas. to play cop all day. The key to getting “Mobile devices, especially smart- kids to stay on task is to develop clear phones, e-readers, and tablets, are policies and consequences for misuse, becoming quite common,” says Smith. recommends the Center for Education Two-thirds of parents who responded Policy and Law at the University of to the Speak Up 2010 survey said San Diego. A consistent school-wide they would be willing to purchase a policy is a must. mobile device for their child to use Lastly, browse some of the compre- in school. hensive standards that address digital literacy as a set of skills on the same Listen Up, Kids Are Talking level as reading or math. You might try You’ll see your students will gladly ISTE’s NETS for Students (available at tell you their favorite sites and which iste.org) or the American Association apps they can’t stop using. Once you of School Librarians’ Standards for have that information, you can begin the 21st-Century Learner (at aasl.org). to incorporate their interests into some These standards can help you not only of the projects that you assign. The create assignments that go beyond trick is to build the learning connec- keyboarding and Google, but reach tions. A student who loves the music today’s students where they live! site Pandora, for example, might write about the songs a fictional character Hannah Trierweiler Hudson is a contribut- would listen to, or record a diary pod- ing editor to Instructor magazine. 50 SCHOLASTIC INSTRUCTOR FALL 2011 INS2ïDigital[46-50]v7f.indd 50 9/15/11 2:36 PM