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If there’s any silver lining to working in the education sector during a pandemic, it’s that the problems we knew existed all along have been made even more blatantly obvious. Remote learning has only exacerbated the divides among parents, teachers and students, across racial, economic and geographic lines. Via Nik Peachey 
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Nearly 30 million low-income students rely on schools for breakfast or lunch, leaving schools scrambling to make new plans. Fourteen percent of households with school-age children do not have internet access, most of which earn less than $50,000 a year. And research indicates that students from low-income backgrounds could fall further behind their peers if learning stops too long and the country sinks into recession.
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A third of U.S. colleges are using predictive analytics to boost graduation rates. Critics fear the algorithms may invade privacy and reinforce inequities. Via EDTECH@UTRGV
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This talk was delivered virtually today at Western Oregon University. The slide deck is available here. “Education is the civil rights issue of our time,” you’ll often hear politicians and education reform types say. [snip] What are the implications for equity here if, for example, we uncritically pursue trends like the “flipped classroom” – that is, asking students to watch video lectures at home? What assumptions are we making about “home”? Can MOOCs really solve the opportunity gap if those without a college or high school degree are far less likely to have adequate let alone affordable Internet access?
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The COVID-19 pandemic reminds us that in times of turmoil, decisions made for the greater good can have collateral impacts. It’s becoming evident that efforts to contain the virus and limit social distancing are increasing precarity for some people, especially those already in socio-economically disadvantaged positions. Universities are not immune to these collateral impacts, and last week’s decision by most Canadian universities to finish the current term by moving pedagogical components online is one of those times when a small segment of students will be neglected in a move meant to benefit all of them.
The decision is a show of resilience and solidarity by our higher education institutions. But the problem is the digital divide among students. Even in our great cosmopolitan country, not everyone has equal access to the web and all its resources. This digital divide was on the radar a few years ago, with a push to bring broadband to remote constituencies. But less attention has been devoted to the divide in urban settings, and especially within the hubs of knowledge that are universities.
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There is a belief that younger people are fully engaged with the digital world. But I am currently leading a project exploring people’s knowledge and use of online data, and the preliminary findings from our research has found that data literacy is not uniformly high among younger people, as is often assumed. Instead, some young people have very low levels of data literacy.
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The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These technologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequity.
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The realities of the “digital divide” are increasingly apparent. In a consumer culture that equates status with early adoption of the newest iPhone, access to new technology necessarily splits pretty clearly along socio-economic class lines. According to U.S. census data, for example, more than 30 million homes have no broadband access, most of them concentrated …
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Worth reading.