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Dillon Woodrum The Digital Divide 2.0 Proposition TEAC 259.

007

The Digital Divide 2.0 moves beyond the thought of inequality of who possesses the technology

that is necessary in order to develop a more substantial liberal education, furthermore, it draws to question

the capacity of using the technology properly when it becomes readily available. Two primary questions

that are drawn from the proposition of the Digital Divide 2.0 are how to keep those that are

technologically inept with what knowledge is necessary for their progress; also, what should be deemed

the best means to foster an environment that induces the best use of various tools that are available using

a computer.

Much thought must go into the day-to-day progression of classrooms across our country. As in

all capitalist societies there is much parity among its citizens, including geometrical residence, race, social

status and economic fluency. Depending on the combination of these differentiating characteristics this

can prove both as a accommodating or destructive to the particular goals of a technology driven

curriculum. “Wired schools have proliferated significantly since the mid-1990s. In fact, Web access is

just about ubiquitous: a National Center for Education Statistics study shows that by 2002, 99 percent of

U.S. public schools had Internet access,” (Hoar, 2006).

My best approach at looking into this portion of the Digital Divide is to simulate situations that I

will be most likely to face during my tenure with my ideal, utopian position in teaching. I am currently

aspiring to teach in a rural community near to the Southeast Nebraska area. In taking this approach I am

likely to face issues to include technological inefficiencies, both in the availability of computers and

broadband Internet resources. This situation is likely to force a teacher to not rely on technology based on

the goal of giving every student an equal opportunity to an equal education. In a utopian perspective you

would then hope to make these resources accessible to students of the school during non-hours, however,

in reality many of the problems that come from a lack in fiscal adherence. Generally, many of the rural

communities are inhibited by your hard-nose workers who, as taxpayers, don’t have fiscal value to their

estate that allows for the school districts to have an abundance of overage funds. This issue of availability

that I will potentially face will be a strong determinate in the ink of my curriculum.
Dillon Woodrum The Digital Divide 2.0 Proposition TEAC 259.007

If this underlying issue is addressed swiftly, properly it becomes the responsibility of the

educators to relay the use of the affluent tools down the lines in a constructive manner. In my experiences

kids thrive off of any means of structure that is utilized in their development. In other words, if you

present an outline of a project that requires a savvy approach to a blogging program it seems best that you

direct them to a specific forum that, as the instructor, you are extremely knowledgeable of. This suits best

the need to have a large capacity to adhere to the many questions that will assuredly follow when using a

complex tool. This ability will come due to a stress from those who make the big decisions and write the

checks. “Learning through projects while equipped with technology tools allows students to be

intellectually challenged while providing them with a realistic snapshot of what the modern office looks

like,” (Edutopia, 2008).

The school district chair heads need to be convinced that a move towards 21st century techniques

are necessary to best advocate the betterment of their children’s education; all the while keeping in mind

that a majority of school districts stretch there dollar as is. Seminars, vocational training, and summer

lectures are among the many roads paved out for teachers to further their own educations. If these

activities become available consequently it seems that the further learning of the educators will foster an

environment of continuity towards 21st century skills in the classroom.

The steps that the Department of Education takes in the next few years will be large in effect and

important in demeanor. The decision needs to be made with much emphasis on whether it is a vital piece

of our nation’s agenda to allow for the times to surpass our students or if we shall adjust our curriculums

to keep our youth in the power curve of the industrial powers. No matter the circumstances I intend to

take all the influences of technology in the classroom into mind when integrating software as a

requirement

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Dillon Woodrum The Digital Divide 2.0 Proposition TEAC 259.007

References

Edutopia. (2008). Why Integrate Technology into the Curriculum?: The Reasons are Many.

Retrieved from http://www.edutopia.org/technology-integration-introduction

Hoar, J. (2006). The Digital Divide 2.0. Retrieved from

http://www.cbsnews.com/stories/2006/06/09/gentech/main1699023.shtml?tag=contentMain;contentBody