In this series, Nicky Hockly explains aspects of technology which some people may be embarrassed to confess that they don’t really understand. In this article, she explores the division between the technological haves and have-nots.
1 What is the digital divide?
The term digital divide is used to describe the divide between people who have access to new technologies and those who don’t. In the field of ELT, it is often used to talk about the divide between those who live in ‘developed’ countries (and therefore, the argument goes, have access to technology) and people who live in ‘developing’ countries (and therefore don’t have access to technology). But stop and think for a minute, and you’ll realise that this isn’t always the case. Even if you live in a resource-rich country (let’s say Switzerland or Australia), where in theory technology is affordable and available, not everybody always has access to new technologies. And equally, if you live in what might be called a ‘low-resource’ environment, it isn’t always the case that nobody has access to any technology. Even in contexts where technology may traditionally have been beyond the means of the majority, the rapid spread and affordability of low-end mobile devices and connectivity means that large numbers of previously disadvantaged sectors of the population now own or have access to mobile technology, at the very least.
2 So the digital divide no longer exists?
To a certain extent, older ideas of (rich) ‘haves’ versus (poor) ‘have-nots’ is becoming increasingly irrelevant. But the digital divide can exist on a number of levels. For example, within a high- resource context, we may have disadvantaged groups (such as migrants or the homeless). We may also have a considerable divide between urban and rural areas, in terms of access to technology and infrastructure. In a single city, we may have schools which are very high-tech and schools with little or no technology. And even at the level of the individual classroom, we may have students who have access to technology at home to help them with their homework, and students who don’t.
3 Are there any other digital divides I should know about?
Indeed there are! Another is the one between teachers who have the skills and training to use technology to enhance and support their students’ learning, and those who don’t. In other words, there is a divide between teachers who use technology well and those who use it ineffectively or not at all. And although, at one time, ineffective or non-use of technology may have been due to lack of resources and infrastructure, as we’ve seen above, this argument no longer holds, since technology is now so ubiquitous. If we look at the digital divide from this perspective, we can see it as a pedagogical issue – and therefore one that teachers can be equipped to overcome. In fact, training teachers – and learners – to become digitally literate is not only achievable, but should be a fundamental consideration in any training programme, both pre-service and in-service.
4 But I teach in a school with no technology – what can I do?
I come across teachers all around the world who work in contexts with little or no technology in their schools. Some of them throw up their hands and claim that nothing can be done. However, others have worked within their (limited) contexts to integrate an appropriate and context-specific use of technology into their English classes.
5 How do teachers in contexts with little or no technology do it?
Let me share with you just two inspiring examples of teachers using low-end technology with their students:
Example 1: Nergiz Kern
Nergiz was working with taxi drivers learning English in Turkey. Not all of her students were always able to come to class, because of their work commitments. She noticed that all the students had basic mobile phones, so she decided to provide them with extra learning materials that they could access outside class, via their mobile devices. She produced a series of podcasts (online audio files) of useful language for taxi drivers, which her students downloaded to their phones and then listened to whenever they wanted. In Nergiz’s words: ‘The technology – their mobile phones – was already available, and they knew how to use them … and no additional cost or technology training was needed.’ You can read more about Nergiz’s project at http://taxienglish.nergizkern.com/for-teachers, and in ETp Issue 71.
Example 2: Ayat Tawel
Ayat was working with young learners in Egypt. She had no technology in her classroom – or, indeed, her school. The coursebook unit they were working on dealt with South America, and Ayat was keen to put her students in contact with learners of the same age in a country in South America. Via the Webheads online teachers community (www.webheads.info), she contacted a teacher in Argentina, and her students carried out a Skype interview, using Ayat’s own laptop and 3G connection in class. The two classes then used a closed Facebook group to communicate and find out about each other’s countries, languages and customs. You can listen to Ayat talking about the project at http://goo.gl/RGhGuV.
In both of these projects, the teachers’ use of technology came out of the learning aims of the class. With these pedagogical aims in mind, both teachers found the technology that worked in their context, incurred no extra costs, and was immediately and easily usable. These projects are both excellent examples of appropriate technology supporting sound pedagogical principles.
After all, it’s not about the technology, it’s about the learning.
Nicky Hockly is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. Her most recent book is Digital Literacies, published by Pearson. She has published an e-book, Webinars: A Cookbook for Educators (the-round.com), and is currently working on a book on mobile learning. She maintains a blog at www.emoderationskills.com.
