@DrMikeRobinson
Millions of students in both K-12 and college are not in their classrooms but are at home as schools and colleges closed to curtail the spread of the Coronavirus. This means that both teaching and learning, especially in the K-12 levels, are experiencing massive interruptions. To maintain continuity of learning some school districts have incorporated remote learning.
The infusion of technology to off-set missed classroom instruction is being welcomed as a possible remedy but comes with challenges. For many, online learning is a game changer. However, this new game comes with ramifications for America’s most vulnerable learners. The adoption of web-based education has the potential to widen the achievement gap between low-income and high-income students, and Black and Brown students and their White classmates. Using online educational models will highlight the digital divide in America even more.
The digital divide between Black and White students has widened because of race and income. This “wealth gulf” is essentially pushing low-income Black and Brown students further behind. According to the Pew Research Center analysis of 2015 U.S. Census Bureau data, nearly 33% of children in American between the ages of six to 17 with incomes less than $30,000 a year lack a high-speed internet connection in their home. While households with an annual income of $75,000 or more were only six percent likely not to have high-speed internet (Pew Research Center Analysis of 2015 American Community Survey (IPUMS), 2015).
As more data is examined, it is clear the digital divide and the increasing wealth gulf are severely hindering the academic success of students of color. One aspect of the digital divide is known as the “homework gap” This is the result of limited or no access to technology in the home. An inability to complete homework assignments because of the lack of technology, including the internet, is a frequent occurrence for many students of color (Pew Research Center Analysis of 2018).
Specifically, the Pew Report revealed that 25 percent of Black teenagers indicated they are not capable of completing their homework assignments because they do not have access to digital technology. By comparison, only four percent of White teenagers reported being unable to finish their homework because they lacked technology access.
The infusion of technology to off-set missed classroom instruction is being welcomed as a possible remedy but comes with challenges. For many, online learning is a game changer. However, this new game comes with ramifications for America’s most vulnerable learners. The adoption of web-based education has the potential to widen the achievement gap between low-income and high-income students, and Black and Brown students and their White classmates. Using online educational models will highlight the digital divide in America even more.
The digital divide between Black and White students has widened because of race and income. This “wealth gulf” is essentially pushing low-income Black and Brown students further behind. According to the Pew Research Center analysis of 2015 U.S. Census Bureau data, nearly 33% of children in American between the ages of six to 17 with incomes less than $30,000 a year lack a high-speed internet connection in their home. While households with an annual income of $75,000 or more were only six percent likely not to have high-speed internet (Pew Research Center Analysis of 2015 American Community Survey (IPUMS), 2015).
As more data is examined, it is clear the digital divide and the increasing wealth gulf are severely hindering the academic success of students of color. One aspect of the digital divide is known as the “homework gap” This is the result of limited or no access to technology in the home. An inability to complete homework assignments because of the lack of technology, including the internet, is a frequent occurrence for many students of color (Pew Research Center Analysis of 2018).
Specifically, the Pew Report revealed that 25 percent of Black teenagers indicated they are not capable of completing their homework assignments because they do not have access to digital technology. By comparison, only four percent of White teenagers reported being unable to finish their homework because they lacked technology access.
What the COVID-19 Crisis Says About Equity and Online Learning
Donna Y. Ford, Ph.D., Cynthia Tyson, Ph.D., Donna Druery,
Lawrence Scott, Ph.D., Dorothy C. Handfield, Ph.D., and Karen Gross, Esq.
@donnayford
Dr. Michael A. Robinson: Does the issue of Internet access present a matter of equity?
Dr. Donna Y. Ford: I am 100% convinced and distraught that the digital access gap is inequitable, but it does not have to be. Even before this pandemic, digital equity (like most others) has been an issue by race, ethnicity, and/or income. Now it has intensified for P-12 students and those attending colleges and universities. Students who live in poverty are digitally disadvantaged; students of color who live in poverty are doubly discriminated against. (https://ncrc.org/the-new-york-times-the-digital-gap-between-rich-and-poor-kids-is-not-what-we-expected/).
Too much is taken for granted by decision-makers – assumptions are made that penalize students who live in poverty and areas with less access to the internet. Then add how expensive it is to have home internet service. For example, educators ask students to work on assignments where they need the internet. High-income students are placed at an advantage at home, in public libraries, and social places (e.g., restaurants, coffee shops) with complimentary Wi-Fi.
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Donna Y. Ford: Initially, the approaches did not appear to be student-centered. Thankfully, there seems to be more accommodations considerate of economic challenges – internet, loans, housing, meals come to mind. This is the time for compassion and empathy. During this crisis, no student should be penalized. Shame on those who do. They are a disgrace to the education profession and no better than price gougers.
Dr. Donna Y. Ford: I am 100% convinced and distraught that the digital access gap is inequitable, but it does not have to be. Even before this pandemic, digital equity (like most others) has been an issue by race, ethnicity, and/or income. Now it has intensified for P-12 students and those attending colleges and universities. Students who live in poverty are digitally disadvantaged; students of color who live in poverty are doubly discriminated against. (https://ncrc.org/the-new-york-times-the-digital-gap-between-rich-and-poor-kids-is-not-what-we-expected/).
Too much is taken for granted by decision-makers – assumptions are made that penalize students who live in poverty and areas with less access to the internet. Then add how expensive it is to have home internet service. For example, educators ask students to work on assignments where they need the internet. High-income students are placed at an advantage at home, in public libraries, and social places (e.g., restaurants, coffee shops) with complimentary Wi-Fi.
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Donna Y. Ford: Initially, the approaches did not appear to be student-centered. Thankfully, there seems to be more accommodations considerate of economic challenges – internet, loans, housing, meals come to mind. This is the time for compassion and empathy. During this crisis, no student should be penalized. Shame on those who do. They are a disgrace to the education profession and no better than price gougers.
drmstyson
Dr. Michael A. Robinson: Does the issue of Internet access present a matter of equity?
Dr. Cynthia Tyson: The digital divide has always presented inequity - nothing new there. Some schools, even those with economically fragile families, are being loaned equipment for home use. I feel, for the first time in my career, that the teaching and learning and community at large have rallied around teaching in unprecedented ways. Will some kids fall through the crack? Yes, sadly so. But that's how the system is designed. Systemic racism and oppression is a disease all it's own, and we have been miseducated, under-educated, and not educated for decades.
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Cynthia Tyson: In ways that ought to be implemented, student-centered responses will contribute to the containment of COVID-19. So, I would say yes. Schools can be viewed as large petri dishes and many of economically fragile children have contact with those who have been identified as most vulnerable. So keeping them safe and healthy is also a priority. The approach to the decision-making process used to close schools, to my knowledge, has been policy and politically centered. I am not aware of any teachers, parents, caregivers or students being invited to the table to have their voices heard BEFORE any actions were taken. Prevention is paramount so that intervention will be needed less. Being proactive is important. While the same choices may have been the inevitable to all families, children, and communities, it would have, at the very least, given a nod toward the rhetoric 'we are all in this together'. If we truly are collaboratively needed to solve this very serious problem, then EVERY stakeholder must have a representative voice at the table.
Dr. Cynthia Tyson: The digital divide has always presented inequity - nothing new there. Some schools, even those with economically fragile families, are being loaned equipment for home use. I feel, for the first time in my career, that the teaching and learning and community at large have rallied around teaching in unprecedented ways. Will some kids fall through the crack? Yes, sadly so. But that's how the system is designed. Systemic racism and oppression is a disease all it's own, and we have been miseducated, under-educated, and not educated for decades.
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Cynthia Tyson: In ways that ought to be implemented, student-centered responses will contribute to the containment of COVID-19. So, I would say yes. Schools can be viewed as large petri dishes and many of economically fragile children have contact with those who have been identified as most vulnerable. So keeping them safe and healthy is also a priority. The approach to the decision-making process used to close schools, to my knowledge, has been policy and politically centered. I am not aware of any teachers, parents, caregivers or students being invited to the table to have their voices heard BEFORE any actions were taken. Prevention is paramount so that intervention will be needed less. Being proactive is important. While the same choices may have been the inevitable to all families, children, and communities, it would have, at the very least, given a nod toward the rhetoric 'we are all in this together'. If we truly are collaboratively needed to solve this very serious problem, then EVERY stakeholder must have a representative voice at the table.
@many2try
Dr. Michael A. Robinson: Does the issue of Internet access present a matter of equity?
Donna Druery: The issue of Internet access does present a matter of equity. I was watching the news this morning and one of the teachers from New York, I think, was told that her school was going online. Teachers have to create lessons and deliver them virtually to students. Her concerns were valid; she showed genuine concern due to teaching at an urban school. A majority of students were already marginalized (e.g., low income and under-preforming) and expecting them to keep up with online/virtual lessons in areas that do not have internet access is already putting them at even more of a disadvantage. Further, even the news reporter, who was working from home, stated that she had just recently purchased laptops for her children in the last week since their schools had just gone virtual. They were fortunate in that she had the resources, but the truth and the fact are that some of the families do not have these resources at their fingertips. Students who are behind will fall further behind. How can this be handled in this age of COVID-19? That is a good question. Even if major companies offer free internet services, what about access and affordability?
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Donna Druery: These are questions that take all of us get together to answer. Let me offer a few suggestions. First, students can access the lessons on their devices - if they have devices. Second, some companies are offering free subscriptions to their websites for students and families. Individuals can search “Education companies offering free subscriptions due to school closures”. These include companies such as ABCMouse, American Chemistry Society, EdConnect, Typing Club, Khan Academy, and Homeschooling Ideas. Another suggestion is to pick up workbooks at the dollar and discounted stores if one doesn’t have online access. Paper, pencil, and access to printed books still have much value. Having a set school schedule is also important. If possible, share information and access with neighbors. These can be lessons and books. Let’s assist one another as best as we can during these very difficult times. Finally, my daughter and her husband have a blended family of six from ages three to 12. She has also included a child during this time due to a parent having to continue working; thus, she is assisting with child care. They have received notice that the school is closed until March 30 and could be longer! I am including pictures from one of their homeschool sessions.
Donna Druery: The issue of Internet access does present a matter of equity. I was watching the news this morning and one of the teachers from New York, I think, was told that her school was going online. Teachers have to create lessons and deliver them virtually to students. Her concerns were valid; she showed genuine concern due to teaching at an urban school. A majority of students were already marginalized (e.g., low income and under-preforming) and expecting them to keep up with online/virtual lessons in areas that do not have internet access is already putting them at even more of a disadvantage. Further, even the news reporter, who was working from home, stated that she had just recently purchased laptops for her children in the last week since their schools had just gone virtual. They were fortunate in that she had the resources, but the truth and the fact are that some of the families do not have these resources at their fingertips. Students who are behind will fall further behind. How can this be handled in this age of COVID-19? That is a good question. Even if major companies offer free internet services, what about access and affordability?
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Donna Druery: These are questions that take all of us get together to answer. Let me offer a few suggestions. First, students can access the lessons on their devices - if they have devices. Second, some companies are offering free subscriptions to their websites for students and families. Individuals can search “Education companies offering free subscriptions due to school closures”. These include companies such as ABCMouse, American Chemistry Society, EdConnect, Typing Club, Khan Academy, and Homeschooling Ideas. Another suggestion is to pick up workbooks at the dollar and discounted stores if one doesn’t have online access. Paper, pencil, and access to printed books still have much value. Having a set school schedule is also important. If possible, share information and access with neighbors. These can be lessons and books. Let’s assist one another as best as we can during these very difficult times. Finally, my daughter and her husband have a blended family of six from ages three to 12. She has also included a child during this time due to a parent having to continue working; thus, she is assisting with child care. They have received notice that the school is closed until March 30 and could be longer! I am including pictures from one of their homeschool sessions.
Dr. Michael A. Robinson: Does the issue of Internet access present a matter of equity?
Dr. Lawrence Scott: Yes, lack of access is a major concern and issue for millions of families and their children, along with teachers and their students. Here in Texas, they have suspended state standardized testing. This intimates that we may go into a longer termed online platform. In my kids' district, schools are offering online packets and paper packets that families can pick up and complete manually. As far as food distribution, school districts here are offering food stations and delivery for students in need.
State School Closures:
https://www.texastribune.org/2020/03/15/texas-public-schools-closure-coronavirus/
Testing:
https://www.statesman.com/news/20200316/breaking-staar-testing-canceled-for-2019-20-school-year
Food Distribution Assistance:
https://safoodbank.org/cvprep/
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Lawrence Scott: When educators are intentional, then yes. This is from an educator friend: For Parents -- To help manage a 'school schedule' while school districts are closed, I would like to recommend two resources I used with my students that elicit enthusiasm and curiosity while incorporating the 4 C's of 21st Century Learning: Creativity, Collaboration, Communication, and Critical Thinking. During this very challenging time, there are options and I hope families will can and will utilize them. Inequities exist, but they can be minimized in some ways.
Dr. Lawrence Scott: Yes, lack of access is a major concern and issue for millions of families and their children, along with teachers and their students. Here in Texas, they have suspended state standardized testing. This intimates that we may go into a longer termed online platform. In my kids' district, schools are offering online packets and paper packets that families can pick up and complete manually. As far as food distribution, school districts here are offering food stations and delivery for students in need.
State School Closures:
https://www.texastribune.org/2020/03/15/texas-public-schools-closure-coronavirus/
Testing:
https://www.statesman.com/news/20200316/breaking-staar-testing-canceled-for-2019-20-school-year
Food Distribution Assistance:
https://safoodbank.org/cvprep/
Dr. Michael A. Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Lawrence Scott: When educators are intentional, then yes. This is from an educator friend: For Parents -- To help manage a 'school schedule' while school districts are closed, I would like to recommend two resources I used with my students that elicit enthusiasm and curiosity while incorporating the 4 C's of 21st Century Learning: Creativity, Collaboration, Communication, and Critical Thinking. During this very challenging time, there are options and I hope families will can and will utilize them. Inequities exist, but they can be minimized in some ways.
- www.code.org This is a free website with lessons to teach kids (PreK - 12+) to code based on age/goals and uses animation, geometry, and interactive rewards. You can create an account per child in which they will build a goal-driven portfolio. Your kids won't know the difference between coding and engineering and playing a regular video game.
- www.spaceplace.nasa.gov This is a free website for kids of all ages.
@consultingDCH
Dr. Michael Robinson: Does the issue of Internet access present a matter of equity?
Dr. Dorothy C. Handfield: I'm not sure about higher education but, in the PK-12 world, this has been an eye-opening experience. These last few days and weeks have been a whirlwind concerning learning the true challenges and needs of children, families, and educators in our school system. First, I applaud school districts that considered the social needs of our students before and while closing schools. Many school districts arranged feeding sites so students can continue to receive a free breakfast and lunch while schools are closed.
Dr. Michael Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Dorothy C. Handfield: To answer your question, I believe equity in technology is a two-part question. First, do students have access to technology? And do students who have access have the skill sets to complete the academic work? I find that many of our students do have access to technology because they have smart cell phones. However, these cell phones are strictly used for social media, not academics. When we return to "normal school”, school districts need to develop a curriculum that addresses meeting the students where they are in technology. We will need to remain diligent about access inequities in proactive ways - be planful and thus prepared - all the time.
Dr. Dorothy C. Handfield: I'm not sure about higher education but, in the PK-12 world, this has been an eye-opening experience. These last few days and weeks have been a whirlwind concerning learning the true challenges and needs of children, families, and educators in our school system. First, I applaud school districts that considered the social needs of our students before and while closing schools. Many school districts arranged feeding sites so students can continue to receive a free breakfast and lunch while schools are closed.
Dr. Michael Robinson: Is this approach to the COVID-19 crisis Student-Centered?
Dr. Dorothy C. Handfield: To answer your question, I believe equity in technology is a two-part question. First, do students have access to technology? And do students who have access have the skill sets to complete the academic work? I find that many of our students do have access to technology because they have smart cell phones. However, these cell phones are strictly used for social media, not academics. When we return to "normal school”, school districts need to develop a curriculum that addresses meeting the students where they are in technology. We will need to remain diligent about access inequities in proactive ways - be planful and thus prepared - all the time.
@KarenGrossEdu
Dr. Michael A. Robinson: Does the issue of Internet access present a matter of equity?
Karen Gross, Esq.: Online K-12 learning will, sadly, widen the equity gaps. Here are some of the reasons: 1. Not all homes have the needed hardware, software, and bandwidth to do online learning; 2. Many low-income families will have parents working or not at home to do the much-needed supervision and structure; these are key factors to facilitate online learning and they may be missing; 3. For many students, a school is a place of comfort with supportive teachers and peers (true, not for all) and its absence is traumatizing and trauma symptomology (short and longer-term) impairs learning and concentration and memory and regulation; 4. Online learning is not an effective pedagogy for all students and for parents who don’t or can’t provide substitutions approaches or provide paid tutors, their children will struggle when schools reopen (a topic that has me worried and for which we need to plan now). Add to this: absent food, no learning can occur — even with the best online program.
Karen Gross, Esq.: Online K-12 learning will, sadly, widen the equity gaps. Here are some of the reasons: 1. Not all homes have the needed hardware, software, and bandwidth to do online learning; 2. Many low-income families will have parents working or not at home to do the much-needed supervision and structure; these are key factors to facilitate online learning and they may be missing; 3. For many students, a school is a place of comfort with supportive teachers and peers (true, not for all) and its absence is traumatizing and trauma symptomology (short and longer-term) impairs learning and concentration and memory and regulation; 4. Online learning is not an effective pedagogy for all students and for parents who don’t or can’t provide substitutions approaches or provide paid tutors, their children will struggle when schools reopen (a topic that has me worried and for which we need to plan now). Add to this: absent food, no learning can occur — even with the best online program.