NEW YORK -- How great is the digital divide among poor and middle class families?
University of Michigan professor Susan Neuman said the National Center for Education Statistics report that nearly 100 percent of schools have Internet, but studies have shown that learning with computers occurs primarily away from school.
And while studies show that 95 percent of upper and middle class families have computers, studies show that only 54 percent of poor families have them.
Neuman spoke about the dangers of relying too heavily on technology, and realizing that students from poor families will struggle to keep up with others to attain all of the things that can be learned from being connected.
Neuman was the second U of M professor speaking at the event about digital education and at Columbia University's Teachers College, sponsored by the Hechinger Institute for Education and the Media.
As director of the Michigan Research Program on Ready to Learn, she focuses on projects working to change the odds for children in poverty. She's also served as the U.S. assistant secretary of elementary and secondary education.
She said many students from poor families can get computer access from public libraries. But once there, they face long waits and 30-minute time limits. And she said many students, after waiting for so long to get online, will spent much of those 30 minutes on fun sites instead of doing their work.
“I know you are all impressed by the razzmatazz of these things, but really they are hurting these students basic literacy skills,” Neuman said. “When they're looking at these sites, they can see photos in different ways and pick out videos. They can avoid reading.”
She said having poor literacy skills will prevent students from using websites and other technology to the maximum effect.
“It's a fantasy to think that if you grant access it will provide greater opportunity for these kids,” she said. “This will not close the knowledge gap, it will increase the gap.”
Meg Campbell of the Codman Academy Charter Public School in Massachusetts said teachers need to treat technology like any other classroom tool.
“It's just another pencil,” she said. “The computers are in an end in itself. They need to be used to support teaching and learning and building relationships. There are no shortcuts around that.”