Digital Divide vs. Digital Equity

Globalization and digitization have reformed the communication setting, affecting how and with whom we communicate, and deeply shifting the terrain of language and literacy education. As students in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.

It is undeniable that, a generation ago, the world of literacy was based on paper especially good books. At this time, literacy engages people in texts and discourses that traverse space and time on screens in which we can access and mix semiotic resources that include a multiplicity of languages (multimodality). Though multimodality does not necessarily utilize digital technologies, digital technologies enable “modes to be configured, be circulated, and get recycled indifferent ways” (Jewitt, 2009a, p. 1), thus intensifying multimodal possibilities.

According to the Benton (2001), there has always been a gap between those people and communities who can make effective use of information technology and those who cannot. Now, more than ever, unequal adoption of technology excludes many from reaping the fruits of the economy.

We use the term "digital divide" to refer to this gap between those who can effectively use new information and communication tools, such as the Internet, and those who cannot. While a consensus does not exist on the extent of the divide (and whether the divide is growing or narrowing), researchers are nearly unanimous in acknowledging that some sort of divide exists. In short, the term “digital divide” is often used to describe inequalities in access to and use of ICT.

However, Digital equity is the social-justice goal of ensuring that everyone in our society has equal access to technology tools, computers and the Internet. Even more, it is when all individuals have the knowledge and skills to access and use technology tools, computers and the Internet.

Once the ICT competence of learners is explored, many factors need to be considered, including their socio-economic background, gender, education and training, location and language. All of these can be a part of explaining the existing digital divide and the use of ICT. Despite ICT access at school, individual differences and home access can affect learners’ use and skill. Thomas and Parayil (2008) claim, however, that ICT policy documents often lead to a focus on the mere lack of material access to computers. This implies that providing access by either increasing the number of computers and/or giving learners equal time in the computer room does not automatically lead to increased use (Chigona, Mbhele & Kabanda 2008).

Even if all classrooms magically get Internet access and all teachers integrate technology into their lessons, not all students have access to computers and the Internet at home. Therefore, it is very important to bridge the gap between digital divide and digital equity.

Today's educator can no longer expect to know more than his or her students. Rather than trying to stay ahead of their students with the content they teach, they should be staying ahead of their students in guiding them through the process of navigating and accessing content. If teachers are still trying to deliver content to their students the way teachers have historically, then they will easily burn out and feel overwhelmed. This is not to say that teachers should no longer teach, but it's not humanly possible for us to always know more than our students when information is just a click away.

Every new step toward equality is met with another step back that's based on access to devices and newly introduced technologies. We can no longer expect that ensuring Internet access for all will solve this issue. First, we must solve the deeper issues of inequity in our society.

In conclusion, teachers, students, and school administrators must be educated on the benefits and advantages that digital technology can bring into education.  At the same time, they have to acknowledge the challenges and disadvantages in order to make the teaching and learning process a great success.