As a part of the LRNT526 group project, our team has chosen to explore the free education website, Khan Academy, a learning platform that delivers educational content primarily through engaging video modules. The platform has varied topical educational content for diverse users, from children to adults, as well as options for translations in many languages. In exploring this well designed and informative tool, I recognized numerous valuable aspects of the platform, though I was left with the question, who is left behind in accessing, and experiencing this tool? Through a critical reflection, I will explore why I am interested in the issue of digital equity and the key related considerations to further explore.
Our team chose the course Growth Mindset, an introduction to the topic for teachers, as well as information and activities for students in elementary, middle and high school. After spending time exploring Khan Academy and progressing though the course content, I found the material to be quite edifying. The mixture of high-quality video, animation and thoughtfully organized information, was well presented for the various age groups. Noteworthy in my exploration was the mission of the Khan Academy which strives “to provide a free, world‑class education for anyone, anywhere” (Khan Academy, 2018, para. 2). Though the Khan Academy and other similar platforms, have certainly demonstrated strengths in increasing access to educational content, there are limitations to the desired mission from a perspective of digital inequity, which are complex issues that stem far beyond a single educational platform to rectify. As video based platforms, MOOCS, and other common tools such as YouTube have gained in popularity as a resource to share educational content, it has remained in my mind, that these tools operate on a fundamental shared requirement, that continues to exclude specific students, while there remains a prevalent discourse of these as open, accessible and ubiquitously used platforms. The issues of exclusion and assumption of access are key interests of mine, as I believe that an effective education system is one where no student is left behind.
I am interested in further learning about digital equity within education, with a focus on how educational platforms online can facilitate access, as well as their limitations in addressing systemic inequities. Resta & Laferriere (2015) defined the goal of digital equity as “ensuring that everyone has equal access to technology tools, computers and the Internet, as well as the knowledge and skills to use these resources to enhance their personal lives” (p. 744). In delving further into the issue of access, it is important to understand the digital divide, which is the gap between those with access and those without to technology (Steele, 2019), that exists locally, nationally and globally. According to ITU/UNESCO Broadband Commission for Sustainable Development (2019), 51% of the world are internet users, meaning there are over 3 billion people that do have the internet. In a North American context where access to high speed internet is needed to view a site like Khan Academy, though it is more readily available in comparison to global access as a whole, there still continues to be a significant digital divide. As an example, only 27.7% of First Nations reserves in Canada have access to high-speed internet (The Canadian Radio-television and Telecommunications Commission, 2019).
Thus, one must ask, who do we envision in the narrative of ‘everyone’? Who is excluded when we assume ubiquity of access to platforms, such as Khan Academy? As I reflect on how COVID-19 has unfolded over the past few weeks, the issue of digital equity has come to the forefront of my mind as someone working in education. With school closures, what happens to the learning outcomes of children lacking adequate technology at home or support in the home to use the technology? In the post-secondary context, I have seen first-hand that these inequities continue to exist, as many students relied on the College’s laptop loan program and publicly available internet.
Additionally, it is important to consider that when technology can be accessed, those that are versed in digital literacy are the ones that can take advantage of these platforms. Technology has not stopped moving forward, and Khan Academy is indicative of the of how far we have come with learning online. With Khan Academy increasing in use within classrooms across North America, the assumption is that young learners will simply know how to use, navigate and access both devices and platforms like Khan Academy. Unfortunately, not all learners have had the opportunity to progress along with technology due to socioeconomic, geographic location, ableism and systemic racism amongst other factors. As an example, inequities in education experienced by many Indigenous children have been well documented, from lack of funding to no access to basic high school in home communities. Furthermore, even the content itself may not necessarily be accessible for all learners, such as to students with particular learning needs or disabilities.
Selwyn (2010), emphasizes the use of the critical approach, which is a way to look at educational technology holistically and how it fits into the fabric of society, including all the facets that interact with it, such as politics, individuals, institutions, government and sociocultural realities. We have a responsibility to look at how technology in education affects society as a whole and to take a critical approach to further develop educational tools and systems that are truly designed for all. It is imperative to recognize the systemic and intersecting complexities that contribute to digital inequities, that certainly cannot be resolved by a single platform or stakeholder. As I move forward in exploring this topic with greater vigor, I hope to gain a stronger understanding of how educational technology, such as Khan Academy, can serve to be a greater equalizer, while still navigating how to work towards dismantling the systems that produce inequities to begin with.
How do you see free online platforms such as Khan Academy or YouTube supporting digital equity? What do you see as the limitations of these platforms in supporting equity for all learners?
References
ITU/UNESCO Broadband Commission for Sustainable Development. (2019). The state of broadband 2019: Broadband as a Foundation for sustainable development. Retrieved from https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.20-2019-PDF-E.pdf
Khan Academy. (2018). Khan Academy Annual Report 2018. Retrieved from https://khanacademyannualreport.org
Resta, P. & Laferriere, T. (2015). Digital equity and intercultural education. Education and Information Technologies. 20(4), 743–756. https://doi.org/10.1007/s10639-015-9419-z
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73. doi: 10.1111/j.1365-2729.2009.00338.x
Steele, C. (2019, February 22). What is the digital divide? [Blog post]. Retrieved from http://www.digitaldividecouncil.com/what-is-the-digital-divide/
The Canadian Radio-television and Telecommunications Commission. (2019). Communications Monitoring Report (Catalogue No.: BC9-9E-PDF). Retrieved from https://crtc.gc.ca/eng/publications/reports/policymonitoring/2019/cmr1.htm#a4.1
April 22, 2020 at 1:46 pm
Sanjay this is a nicely written description of the challenges of digital inequities, with a good use of literature woven throughout. You’re getting at the essence of Selwyn’s (2010) concerns and how they apply to your own concerns and topic. You’re exploring a question that is of growing interest among researchers today. On a side note, I was impressed with the photography in the article you linked to, an excellent example of how well-produced media can strengthen a story beyond the text.
April 24, 2020 at 7:46 pm
Thank you, Irwin for the feedback. It’s good to know that I am on the right track. This is a topic that is dear to me and as I said when we spoke, it is a research area that I may further pursue in the future!
April 23, 2020 at 6:30 pm
Sanjay,
Thanks so much for a really interesting post. I have not had the opportunity to check out the courses on the Khan Academy site but your post has certainly prompted me to learn more.
Interestingly, one of the points that you touch on from a critical inquiry perspective is a similar thread that we have discovered in our team project, which is focussed on the technology of MOOCs. In that there is an assumption that learners will all have the advantage of a foundational education that will give them the skill set and abilities to be able to be successful in digital learning environments. Of course, as you point out, that simply is not true. Instead, the reality is that there is a clear advantage for highly educated learners who have experienced ready access to technology and as result possess a superior understanding of how to utilize them. For example, if by some miracle, all underprivileged learners had their own device, lots of bandwidth and access to the Internet, the barriers to their individual learning would not just, disappear.
For me, it is interesting because it is a point of tension that may not be immediately apparent, from a critical inquiry perspective compared to others, but I think it is a crucial one because the ramifications are significant. As Bates observes “…the MOOC is not a replacement for formal education, but a rocket that needs formal education as its launch pad” (2019, p. 257), which I think is also pertinent to your comment about the inequities with regard to access to basic education. It is certainly an aspect that I would like to focus my research on for our team project. And I am curious if this is a direction you plan to pursue in your future research?
Reference
Bates, A. W. (2019). Chapter 5.6. Why MOOCs are only part of the answer. In Teaching in a Digital World. 2nd ed. BC Campus. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
April 24, 2020 at 7:48 pm
Hi Sue,
Thank you for your thoughtful response. I think your point also highlights an overarching issue, which is that when we reflect on inequities experienced by learners, it is integral to consider systemic inequities – those which are embedded within the fabric of society. Certainly, simply distributing iPads and high bandwidth internet, does not negate the realities of systems that privilege and marginalize others, regardless of a perceived notion of ‘intelligence’ or formal education attainment. I am very interested in considering how learning environments can be more accessible and equitable for all learners, though I have not yet narrowed down specifically, what future research may entail. This course is helping me get closer though!
April 23, 2020 at 10:13 pm
Hi Sanjay, I am intrigued with your topic and questions. As an EFL teacher in China, my students all come from middle class and upper middle class families who have several devices per household, and therefore in recently moving to a digital learning environment, this has been a non issue for them. Given the recent situation, I wonder if local governments in North America are developing any new programs to assist the students getting left behind due to the digital divide such as the program you mentioned with your school lending out computers. You’ve peaked my interest and it’s something I will look into myself as well when I find some free time!
April 24, 2020 at 7:56 pm
Thanks for your comment, Susan. Here in Ontario, as government explore the implementation of mandatory online classes in high schools, there isn’t a comprehensive plan to provide individual technology devices to all students (though some technology distribution is occurring). There are assumptions that all students have a device at home that can access online learning, as well as internet access. In the case of younger children, there are assumptions that there are parents with digital literacy available for support. There is also the fact that, if one has access that does not equate to one being able to navigate online learning, even if they can use social media. There is a lot to consider, and certainly, these unprecedented times is challenging us to think critically about best practices in implementing online learning. Similarly, many higher education institutions in Ontario are developing Bring Your Own Device programs, which is important to reflect on, as costs can be a barrier to accessing higher education can.
April 25, 2020 at 6:02 pm
As you note Sanjay, there are so many research options to pursue with regard to this topic. I too am working on narrowing it down. Of particular interest for me is identifying the origin of a specific issue as a means to understanding its systemic symptoms. And I think, like most things, it all starts at the beginning. What is starting to emerge for me is that as much as I applaud the idea of open access to learning, there is still a need for structure, and regulation, as much as it pains me to admit that. In that we may need to ensure learners have equal access to publicly funded programs to level the playing field as the foundation to the success of their future learning, which the diversity and unregulated industry of MOOCs cannot emulate (Bates, 2019).
However, this is new territory for me so I would welcome your input Sanjay, and of others on this notion.
Sue
Reference
Bates, A. W. (2019). Chapter 5.6. Why MOOCs are only part of the answer. In Teaching in a Digital World. 2nd ed. BC Campus. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
May 5, 2020 at 1:47 am
Hi Sanjay,
I know from our past working together that this is an important topic for you and I can see your desire has grown even greater!
I am also familar with Khan Academy and found what they are trying to do inspiring. Yet, it doesn’t change the issue of accessibility. How are people supposed to get the education?
Accessibility has been such a big issue for me these past couple of months. After moving my courses online, I had many students facing a tough time. Whether it was difficulty completing their assignments online, or simply just accessing a computer versus a mobile device.
This quote really grabbed me and I wanted to share it with you, “If the basics of usable design are ignored all users can be disabled by the inappropriate use of technology” (Jeffels, 2005).
Thanks for a great post!
Leigha
References:
Jeffels, P., Bullimore, A., Lewis, G., Ireland, D., Lehaney, K., Smith, C., … Kipar, N. (2005). Your views on implementing accessibility regulations.
May 6, 2020 at 12:06 pm
Hi Sanjay,
Great post! I too, share your passion and interest in looking at digital equity and the digital divide in Canada. I too, am an educator and this topic is dear to me. I am pursuing the topic of Online Learning and the Digital Divide in Canada for our individual assignments for this course. My group has chose to explore the topic of MOOCs – Barriers to Access. I remember watching the video that you and Lisa Gedak put together last year on MOOCs. In fact, I think I cited you guys in one of my recent posts. 🙂
As you have pointed out, the inequity in terms of access to devices AND THEN internet and bandwidth are big barriers for many people around the world, as well as urban (marginalized), rural, and remote communities in Canada is often overlooked. I have long believed that is should not be. It is VERY interesting to see some of the measures that the Canadian government is being forced to take due to the Covid-19 pandemic. In April, the Ontario government partnered with Apple and Rogers and distrubuted 21,000 iPads with internet and data packages to underserved students (O’Rourke, 2020). Then just last week, the Minister and spokesperson for Rural Economic Development in Canada, announced the government’s plan to push out access to high-speed internet to remote areas of Canada – much faster than our national Digital Strategy planned to do (Tunney, 2020). These are such important measures to reduce digital inequity, I only hope they will remain when we have recovered from this international crisis.
Your group’s exploration of the Khan Academy is an interesting one. I echo all of your sentiments about barriers to access for such MOOCs. They are not accessible to everyone – particularly not to the people who could most benefit from them due to rural or remote locations with less regular access to face-to-face learning opportunities.
As you have alluded to, there is very much a content divide that is part of digital inequity. The what and how of content is also a very loaded and worthy topic of exploration.
Thanks, Sanjay! I look forward to exploring more of your blog and work as our interests intersect.
Best regards,
Leigh
O’Rourke, Patrick (2020, April 17). Ontario government, Apple, Rogers partner to give 21,000 iPads to students in low-income families. Retrieved from https://mobilesyrup.com/2020/04/17/ontario-government-partners-apple-rogers-21000-ipads-students-low-income-families/
Tunney, C. (2020, May 2). Liberals hasten high-speed broadband access plan in response to pandemic CRTC data suggests as few as 40.8 per cent of rural households have access to high-speed broadband. CBC News. Retrieved from https://www.cbc.ca/news/politics/broadband-internet-covid-1.5552261
June 6, 2020 at 3:28 pm
Hi Sanjay
Thank you for your insightful post. The issues of the digital divide were ones I was mostly oblivious too before beginning this program. I have been repeatedly stunned over the course of MALAT by the statistics on digital inequity of access. I am grateful that posts like yours continue to open my eyes to these issues. I would never have guessed the small percentage of first nations reserves with high-speed internet access. It really does make one consider; is it free and open education is only the privilege can access it?
I feel before platforms like Khan Academy or YouTube can be applied in support of digital equity infrastructure needs to be created to provide broadband access. Even when high-speed internet becomes available in remote locations options for downloadable/offline viewing should be provided because even if the center of town/village gets a strong stable connection those living remote may not.
Great Post.
Christina