Bridging the Digital Divide California After School Resource Center

Administered for the California Department of Education (C.D.E.)

Welcome to the Bridging the Digital Divide training. This training was developed with funding from the California Department of Education After School Division. It is designed for educators who wish to build students’ computer literacy skills. It will take about 30 minutes to complete, so let's get started!

1

Objectives 1. Define the Digital Divide. 2. Understand the need to teach and increase computer literacy skills. 3. Identify the purpose and basic components of a technology use agreement. 4. Obtain tools, tips, and ideas for providing students with computer and technology skills in after school. 5. Access high-quality resources from the California After School Resource Center.

By the end of this training, you will be able to: 1. Define the Digital Divide. 2. Understand the need to teach and increase computer literacy skills. 3. Identify the purpose and basic components of a technology use agreement. 4. Obtain tools, tips, and ideas for providing students with computer and technology skills in after school. 5. Access high-quality resources from the California After School Resource Center. The Digital Divide refers to the gap between people who have computers with Internet access and those who do not, and the disparity among people with and without computer skills. It is important to point out that this is a basic training intended to provide you with an overview and resources to support students with building computer and technology skills to help address the Digital Divide in after school. More in-depth training may be useful to you after completing this module.

2

What is the Digital Divide? The Digital Divide is a two-fold issue: 1. The gap between people who have computers with Internet access and those who do not. 2. The disparity between people who are computer literate and those who are not.

Let’s begin by defining the Digital Divide, which is a two-fold issue that refers to the gap between people who have computers with Internet access and those who do not, and the disparity between people who are computer literate and those who are not.

3

Bridging the Digital Divide Access to computers and the Internet increased significantly in the late 1990s and early 2000s. However, studies suggest that only about 30 percent of youths with the lowest household incomes use computers at home.

If it surprises you to learn that the Digital Divide still exists, keep in mind that although access to computers and the Internet increased significantly in the late 1990s and early 2000s, studies suggest that only about 30 percent of youths in households with the lowest incomes use computers at home.

4

The Digital Divide in After School • Students in remote and high-poverty areas may lack access to computers with Internet connections at home. • After school programs may lack access to computers with Internet connections during program hours. • Parents of students may be unfamiliar with basic computer literacy skills.

Furthermore, this impacts students in remote and high-poverty areas who attend after school programs and may lack access to computers with Internet connections at home. After school programs may also lack access during program hours, not to mention that parents of students may be unfamiliar with basic computer literacy skills. So what can you do?

5

Technology Matters • Motivates students to learn in enjoyable and alternative ways. • Encourages ongoing exploration and curiosity beyond the classroom. • Provides high-interest, up-to-date, and abundant information and materials.

First, recognize that technology matters because it motivates students to learn in enjoyable and alternative ways—ways that may differ from pencil and paper or textbook approaches used in traditional classrooms. Technology encourages ongoing exploration and curiosity that takes students beyond the classroom via the World Wide Web or Internet. It provides high-interest, up-to-date, and abundant information and materials.

6

Technology and Diverse Learners Technology allows: • Visual learners to gain instant access to photos, illustrations, charts/diagrams, and other images. • Auditory learners to get much-needed audio support through videos, online stories, interviews, and speeches. • Tactile/kinesthetic learners to experience hands-on use of technology.

Most importantly, technology reaches all learning styles. Visual learners, who learn best by seeing, gain instant access to photos, illustrations, charts or diagrams, and other abundant images via the Web. Auditory learners, who learn best by listening, get much-needed audio support through online videos, stories, interviews, and speeches. Tactile or kinesthetic learners, who learn by doing, experience the handson use of technology.

7

Basic Computer Literacy Skills Computer

Word Processing

E-Mail

• Mouse/ mouse pad • Software applications • Keyboard

• Document creation • Saving docs • Printing docs

• Access e-mail • Compose messages • Reply to messages • Attach files

Internet

• Web browsers • Search engines • Links • Web address

Netiquette

• SPAM • Flaming • Format • Copyright

Security

• Viruses • Phishing • Predators • Password Protection

Keep in mind that basic computer literacy skills, such as those shown on this slide, may be unfamiliar to some student populations affected by the Digital Divide. Students may need to learn how to do some basic things, like use a mouse or keyboard, while others may need more advanced skills, like how to create and save a document, access e-mail, or enter a Web address on the Internet. Many students and adults need basic Netiquette education, such as avoiding flaming or the practice of using capital letters or inflammatory comments online. These days, many employers actually require new employees not only to have knowledge of how to use basic software programs, but also how to be safe by avoiding computer viruses and security breaches to protect sensitive data. The list seen on this slide is only a snapshot of the many 21st century skills students will need to know about to be successful in the labor market.

8

Computer Terminology BAS

IC

CED

AN Application ADV Crash Cursor Desktop Dialogue box Hardware Icon Laptop Menu Network Operating system (OS) Random Access Memory (RAM) Software Trash Webinar Windows

Blog Case-sensitive Cascading Central Processing Unit (CPU) Compatibility Data management Debug Default Domain Encryption Flash memory card Illegal operation Portable Digital Assistant (PDA) Pixel Resolution Server Wireless cloud

One way you can help students to build computer literacy skills is by teaching them the language or terminology first. This slide shows a list of some basic and advanced terms students should know. More extensive lists exist, but this provides a glimpse into the complex world of tech talk our students navigate. If you are a digital immigrant, someone who was born prior to the invention of the Internet, it is possible that you also need to expand your technology vocabulary. One of the perks of working in education is that you can learn alongside the students. At the end of this training, you will be able to access external resources to help you learn computer terminology.

9

Digital Literacy Lingo Word Hunt Directions: 1. Write computer/technology related words in each box by alphabetical order. 2. Exchange words and meanings with peers until there’s at least one word in each box. 3. Explain the meanings in one sentence or interactively through examples.

At the end of the training, you will be able to access the Digital Literacy Lingo Word Hunt handout needed for this fun activity to practice technology vocabulary. The directions are simple. First allow students to write words in each box by alphabetical order for a couple of minutes alone. Then direct them to exchange the words they put down and explain the meanings with their peers until there’s at least one word in each box. Encourage them to move from peer to peer frequently. Keep reminding them to explain the meanings in one sentence or through examples to encourage interaction and discussion. Join in the fun to see how well students understand and to learn from them.

10

The “What’s in it for Me” (WIFM) in Technology Use Agreements • Access to computers with Internet connections.

• Access to theme-based teaching resources (background information, instructional videos, tools, activity ideas, etc.)

• Safe use of the Internet and other technology equipment with adult AFF• Access to long distance supervision. ST learning opportunities E NTS (online professional STUD • Essential technology development) skills. • Ongoing online • Learning in various communication with parents and school day modalities. staff.

Now that we have established why technology matters for students, it is time to talk about how you may also benefit. Through the Internet, staff may access themebased teaching resources, such as background information, instructional videos, tools, and so forth. However, always remember to only download information from reputable sources. In addition, you may take part in long-distance learning or online trainings. The California After School Resource Center offers a variety of free online trainings designed for after school staff in addition to this module. Last but not least, having online access at work allows after school staff to maintain ongoing communication with parents and school day teachers.

11

Internet Safety for Students • Never assume students know how to be safe on the Internet. • Teach safety skills for Internet use. • Reinforce ethical use of Internet sources. • Post or provide the Top Ten Internet Safety Tips for Students.

Now suppose your program has the potential to access a computer lab. How do you go about reaching a technology use agreement to grant access? Start by keeping the safety of students and equipment in mind. Go over the list of the Top Ten Internet Safety Tips for Students available at the end of this training. This list contains guidance for teaching students how to use the Internet safely and how to use Internet sources responsibly.

12

Tips for Creating Effective Technology Use Agreements • Use the program’s stationery. • Obtain input and permission from the site’s administrator. • Secure support from the lead staff member. • Align rules to safety. • Explain the policy to students. • Secure parental permissions.

To get parental and site support for a technology use agreement, start by using the program’s stationery to make it official. Be sure to obtain input and permission from the site’s administrator and/or principal if needed. Also, secure support from the lead staff member, such as the technology coordinator or computer teacher who may have tips and questions to make this a positive experience for all. Align the rules to safety of the students and equipment, and explain the policy to the students. Finally, secure parental permissions by sending out a letter that explains the rules. You may obtain a sample Parent-Student Technology Use Agreement at the end of this training.

13

Technology and the Common Core State Standards The Common Core State Standards (C.C.S.S.) are designed to prepare students to be college- and career-ready by building strong: • • • • •

Content knowledge Comprehension, evaluation, and application skills Problem-solving abilities Cultural awareness Capacity to use technology and digital media and more!

When you integrate technology, it is important to consider how it will enhance student learning. The new Common Core State Standards (C.C.S.S.) are designed to prepare students to be college- and career-ready by building strong: content knowledge; comprehension, evaluation, and application skills; problem-solving abilities; cultural awareness; capacity to use technology and digital media; and more.

14

Technology and the C.C.S.S. for Elementary School Students Grade 3 Writing With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Grade 4

a minimum of one page in one sitting

Grade 5

a minimum of two pages in one sitting

Here is an example of a third-grade writing standard: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. In fourth grade, this standard requires students to publish a minimum of one page in one sitting, and in fifth grade, they are expected to do at least two pages in a single sitting. Can you guess which skill young students must acquire to successfully meet these standards?

15

Support Elementary Students with Keyboarding Skills Use appropriate software for students to practice typing skills, such as: • Knowing the placement of letters • Understanding the main keyboard features (space bar, backspace, tab, shift, etc.) • Building up typing speed • Developing proper posture and hand position

Elementary students need to learn typing and keyboarding skills. One way to help them is to use appropriate software for them to practice placement of letters on a keyboard, understanding its main features, such as the space bar, backspace, tab, shift, and so on. The software can also help them build up their typing speed, achieve proper posture and hand position, and have fun while they learn. Typing Instructor is an example of commercial software available for this purpose.

16

Technology and the C.C.S.S. for Middle School Students Grade 6 Reading for Informational Text Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Grade 7

Compare and contrast a text to an audio, video, or multimedia version …

Grade 8

Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) …

By contrast, middle school students in sixth grade are expected to integrate information presented in different media or formats to develop a coherent understanding of a topic or issue. In the continuum of standards, students in seventh grade compare and contrast text to audio, video, or multimedia versions of original works. In eighth grade, students evaluate the advantages and disadvantages of different media. Although these are only examples, it is clear that technology becomes increasingly important as learning evolves.

17

Support Middle Schoolers with Audiovisual Media Teach middle school students to evaluate and use media selectively by:  Checking out original works first.  Comparing/contrasting film versions with the original works.  Consulting up-to-date encyclopedias, atlases, and other reference sources.  Using readily accessible videoproduction software and equipment.

It is critical to teach middle school students to evaluate and use media selectively by checking out original works first. They can compare and contrast film versions with the original works. In addition, they can consult up-to-date encyclopedias, atlases, and other reference sources in book form and online. They can also learn how to use readily accessible video-production software and equipment.

18

Technology and the C.C.S.S. for High School Students Grades 9-12 Speaking and Listening Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

By the time students reach high school, they will be expected to make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. So how do we help them become savvy about information?

19

Support High School Teens to Find Reputable Sources of Information To be credible, Internet sources should:  Contain up-to-date, accurate, and objective information.  Provide appropriate content.  Offer a bibliography/attribution.  Include contact information.  Be authored by experts.

One way to support high school students to find reputable sources of information is to present them with criteria for choosing the right Internet sources. To be credible, Internet sources should: •

Contain up-to-date, accurate, and objective information.

•

Provide appropriate content

•

Offer a bibliography/attribution.

•

Include contact information.

•

Be authored by experts.

20

Integrate Technology into Learning in Three Easy Steps 1. Engage in projectbased learning. 2. Use the Internet to reinforce learning. 3. Incorporate technology into show-and-tell.

If you want to start integrating technology learning now, here are three useful steps: 1. Engage in project-based learning. 2. Use the Internet to reinforce learning. 3. Incorporate technology into show-and-tell. Let’s go through each one separately.

21

Step 1: Project-Based Learning 1. Capitalize on students’ interests to engage in project-based learning through: • • • •

Multimedia presentations Student-produced videos Slideshows Web Quests

Project-based learning allows students to investigate real-world problems, obtain deep knowledge in a topic of their interest, and share their final projects or products with peers. Educators can capitalize on students’ interests to help them research for and produce a great project. Student projects can take the form of multimedia presentations, videos, slideshows, Web Quests, or another format of their choice. In a Web Quest, students use the Internet to investigate a topic of their choice, and become experts on that topic.

22

Step 2: Internet Connections 2. Use the Internet to enhance learning of: • • • • • •

Academic vocabulary Math problem solving Social studies (history and current events) Science facts Arts Health and more!

The Internet can enhance learning of various subjects, such as academic vocabulary, math problem solving, social studies, science facts, the arts, health, and more. There are many Web sites students may visit to get a daily dose of rich learning with adult supervision. Remember that Internet exposure should be done in moderation given the time many students already spend online outside of school. At the end of this training, you will be able to access a list of reputable Web sites to help you make these daily experiences productive for students.

23

Step 3: Techno Show-and-Tell 3. Expand show-and-tell experiences to include: • Favorite Web sites, games, videos (if appropriate) • Technology demonstrations • Software tips and tools

Finally, techno show-and-tell experiences are grounded in the time-honored tradition where students bring an object to share with their peers. Students can incorporate technology by using videos, Web sites, or interactive games—so long as they are deemed appropriate by the educator. Students can also demonstrate how to use technology, including new software or an instructional Web site. Showand-tell is great for after school because it allows students to connect their lives to their learning while fostering relationships with their peers. These aspects of relevance and relationships are components of youth development, which is at the heart of many effective after school programs. For instance, the student on this slide is presenting a photo essay on her ballet performance. Similar to a slideshow, a photo essay contains actual photographs and a script to tell a compelling story.

24

Case Scenario You are invited to present to school day teachers regarding the after school program. Your two fold goal is to obtain additional support for technology integration during after school, and to complement school day learning. Based on this training, what are some key points to make during your presentation? (Answers will vary)

Let’s examine this likely scenario. You are invited to present to school day teachers regarding the after school program. Your two fold goal is to obtain additional support for technology integration during after school, and to complement school day learning. Based on this training, what are some key points to make during your presentation? The after school presenter on this slide is suggesting that students can type and add graphics to their reports during after school time. What can your program do in collaboration with the school day? Take a few notes before going on to the next slide. Answers will vary.

25

Sample Answers Technology is not a solution to poverty, but access to computers is critical to improve the quality of life among underserved student populations.

After school is a great place for students to extend learning through slideshows or multimedia presentations.

Access to basic computer and online education tools is essential for after school enrichment. Technology reaches students with various learning styles.

The answers will vary, but here are a few sample responses: •

Technology is not a solution for poverty, but access to computers is critical to improve the quality of life among underserved student populations.

•

Access to basic computer and online education tools is essential for after school enrichment.

•

Technology reaches students with various learning styles.

•

After school is a great place for students to extend learning through slideshows or multimedia presentations.

26

Library Resources

At the end of this training, you will be able to access a list of resources available from the California After School Resource Center library to support you with integrating technology into your program. These resources have been reviewed to ensure that they are standards-aligned, research-based, and appropriate for after school programs. You may borrow the library resources for a four-week period with free shipping in California.

27

Wrap-Up In this training, you learned: • About the need to teach and increase computer literacy skills. • Tips and ideas for integrating technology into after school programs through links to the C.C.S.S. and three easy steps: 1. Project-based learning 2. Daily Internet doses 3. Show-and-tell using technology

• How to access high-quality resources from the California After School Resource Center library to support technology skills.

Let’s summarize. In this training, you learned: •

About the need to teach and increase computer literacy skills.

•

Tips and ideas for integrating technology into after school programs through links to the C.C.S.S. and three easy steps: 1. Project-based learning 2. Daily Internet doses 3. Show-and-tell using technology

•

How to access high-quality resources from the California After School Resource Center library to support technology skills.

28

Thank You

Congratulations! You have reached the end of the Bridging the Digital Divide training. You will now have the opportunity to take a quiz to test the knowledge you have acquired in this training. If you receive a passing score, a completion certificate will be e-mailed to you at the e-mail address you provided. If you don’t receive a passing score, you will have the opportunity to take the quiz again at any time. Following the quiz, you will be asked to complete a brief feedback survey. After you complete the survey, you will be able to access the accompanying handouts, sample California After School Resource Center library resources, and additional information about mathematics. You may start the quiz by selecting the quiz link. Thank you for your participation!

29