How does the digital divide affect the teaching and learning of
historically underrepresented students?
Many schools and programs in low-income neighborhoods lack access to the
technological resources, including equipment and Internet service, that
those in middle- and upper-income neighborhoods have at their
fingertips. This inequity creates a persistent digital divide--not a
simple divide in access to technology per se, but a divide in both
formal and informal digital literacy that further marginalizes youths
from low-income, minoritized, and first-generation communities.
Diversifying Digital Learning outlines the pervasive problems that
exist with ensuring digital equity and identifies successful strategies
to tackle the issue. Bringing together top scholars to discuss how
digital equity in education might become a key goal in American
education, this book is structured to provide a framework for
understanding how historically underrepresented students most
effectively engage with technology--and how institutions may help or
hinder students' ability to develop and capitalize on digital
literacies.
This book will appeal to readers who are well versed in the diverse uses
of social media and technologies, as well as less technologically savvy
educators and policy analysts in educational organizations such as
schools, afterschool programs, colleges, and universities. Addressing
the intersection of digital media, race/ethnicity, and socioeconomic
class in a frank manner, the lessons within this compelling work will
help educators enable students in grades K-12, as well as in
postsecondary institutions, to participate in a rapidly changing world
framed by shifting new media technologies.
Contributors: Young Whan Choi, Zoë B. Corwin, Christina Evans, Julie
Flapan, Joanna Goode, Erica Hodgin, Joseph Kahne, Suneal Kolluri,
Lynette Kvasny, David J. Leonard, Jane Margolis, Crystle Martin, Safiya
Umoja Noble, Amanda Ochsner, Fay Cobb Payton, Antar A. Tichavakunda,
William G. Tierney, S. Craig Watkins
