The publication of the Coleman Report in 1966 was the first time that widespread attention focused on learning disparities between demographic groups in the American education system.  Since then, the development of technology has led to an expansion of its classroom use, but it has also shown a new achievement gap growing in the area of technology.

According to an article from Chalkbeat.org, the National Assessment of Educational Progress (NAEP) in 2014 tested for “technology and engineering literacy” of which only 43% of students received proficient scores. When the results are categorized by demographics, a visible technology achievement gap appears. Low income students scored 28 points lower than more affluent families. 56% of white students scored at a proficient level compared to just 18% of black students. Nearly two thirds of students said that they mainly learn about technology from their families, whereas only 13 percent of students said that their teachers were their top source of technology learning. This puts students with decreased access to technology at home at a significant disadvantage.

This issue is highlighted in an article from Stanford’s Graduate School of Education. Research found that low income students and students of color are less likely to have computers at home and use the internet. “Teachers in high-poverty schools were more than twice likely (56 percent versus 21 percent) to say that their students’ lack of access to technology was a challenge in their classrooms.” As a result, a significant concern arises when tech-based homework is assigned. The article notes that only 3 percent of teachers in high-poverty schools find that their students have the digital access necessary to work on homework assignments, whereas teachers in more affluent schools report that 52% of their students have the digital tool required for schoolwork.

Lack of access to technology outside the classroom creates a clear barrier to learning. The research done by Stanford has shown that, “Teachers in high poverty schools were over 30% more likely than teachers from low poverty schools to say that their students’ lack of technology access hinders learning in the classrooms.” The growth of technology in education has created a new area of the achievement gap.

Source: (Darling-Hammond, Zielezinski, & Goldman, 2014)

Fighting this new technological achievement gap can be done through the proper application of technology in the classroom and in the home. Digital equity, which is providing students with equal access to technology, results in similar performance rates from low income and high income students. However, it is not enough to just increase access to technology. It must be implemented effectively.

Specifically, three main approaches have been proposed to help at-risk students with successful digital use: interactive learning, use of technology to explore, and a blend of teachers and technology (extension of Stanford).

  • Interactive learning is beneficial because technology allows for engagement with the material in many forms.
  • Technological exploration allows for a creative approach in the classroom. Giving students the freedom to make their own digital projects results in higher engagement, better attitudes toward school, and a higher rate of skill development.
  • It is also essential to remember that children cannot focus exclusively on technology for their education. Instead, a blending of technology with teacher instruction has been found to best support learning. This provides students access to benefits of technology, as previously explained, with the support and aid that a teacher brings to the classroom.

Additionally, young students fall behind more quickly, so it is important to target their needs to prevent the gap from starting early. Computer programs can be implemented in elementary school to fight the 30-million word gap that develops prior to kindergarten for low-income children compared to high-income children (ed week vocab article). Programs can be developed to cater to individualized experiences that counter this achievement gap and build foundational skills that a low-income student may lack.

The technological achievement gap is a result of many factors, especially access. When working to close this recently developed gap, it is important to incorporate technology into the classroom in a thoughtful manner to counter the problems students are currently facing. Focusing on individualized programs that are within the three main approaches will fight this new technological learning gap.

Post by: Maggie Hall and Sarah Kaplan