Chapter 2

Chapter two from TPCK was much more engaging than chapter one. It raised many valid ideas. I especially found the descriptions of the three different types of digital divides to be interesting.

I was aware of the “first digital divide” though I did not realize that there were two others that went along with it. The first divide is all too real in rural Maine. In Western Maine, where I teach, access to technology equipment and the Internet can be a challenge, at least privately This greatly impacts the opportunities of students and their families. I really liked the point that the authors made that teachers are responsible for bridging this type of divide. When I read it, my initial reaction was, just another thing to add to a teacher’s responsibilities. After thinking on the matter, it truly made sense, however. Teachers are often in a position to transmit information to parents. Providing a list of public ICT access places would be easy. It also might be possible to have the school’s computer lab accessible after school hours. There are many places in the community where computers are available such as churches, the public library, and even the college. Families just need to know where to go to access the equipment. Providing these opportunities would enhance each child’s academic experience. This would be especially true if valuable information seeking or problem solving activities were provided by the teacher.

The second type of digital divide exists as well. Having technology access is not enough. The equipment must be used for valid and meaningful purposes. Teachers need to be trained on effectively integrating technology into content areas. This is an area that I could use some assistance. I have an understanding of how to use a variety of technology and I have strong content knowledge, but I don’t always know the best ways to put this information together. Integration support would greatly enhance the learning opportunities for my students. The last couple of years my school district provided integration specialists to help classroom teachers. Unfortunately the positions were some of the first to be cut from the budget. My school has lots of equipment, it is often not used or used effectively.

I am not as clear on the third type of digital divide. I know that it has to do with being culturally sensitive when teaching with technology, but I guess I do not see why when using technology you have to be any more or less careful than other times. I believe that being culturally sensitive is important at all times in the classroom. All students need to feel valued and respected whether or not technology is being used. I understand that using technology is not bias free, but in all honesty what is. Cultural differences should be incorporated and students need to be stretched beyond their own culture.

It is important that today’s teachers have an understanding of the different types of digital divides. Only then can students’ academic opportunities be equitably achieved.