2. SOCIOECONOMIC STATUS
AND THE DIGITAL DIVIDE
• This seems obvious – those with more money can have more
access
• But it’s not that easy
o Access to Internet-based tools has increased since the 1990’s
o Schools have resources to share with students at school
(E-Rate and other means of funding have provided more funds to
provide schools with tech and Internet access)
o But a divide has formed based on the types of access:
consumers and contributors
o Teacher and schools’ reluctance to adopting technology is another
reason.
EDUC W200 Week 15
3. SOCIOECONOMIC STATUS
AND THE DIGITAL DIVIDE
• Lower-income students and families have a high use of
mobile devices (cell/mobile phones) for Internet access
o Can watch, read, and consume easily
o Can contribute some in social media
o These devices can be used as creative tools (create movies,
recordings, etc.), but their power is limited
• There is still a divide when it comes to access to either
more powerful equipment or access to create the media,
information, and environments in the digital world – to
influence others’ experiences
o What can we do about that? Thoughts?
EDUC W200 Week 15
4. AND WHAT DOES GEOGRAPHY HAVE TO DO
WITH IT?
• Who in this class (when at home) still has a dial-up
connection to the Internet?
o Why or why not?
• If you travel at least one county east or west of
Bloomington (ex. Brown County or Owen County), high-
speed access may not be available to you
o Cell service may also be an issue
o So, what happens to your students who all they have is a (slower)
high-speed connection at school, and when they go home they
may have no or very slow access?
o And let’s not forget that more rural areas may not be the most
affluent areas
EDUC W200 Week 15
