Online learning is great, if you can get online.
The lack of access to technology among students — commonly referred to as the “digital divide” — has come into sharper focus in recent weeks as school districts across Houston transition to online-based learning amid widespread school shutdowns.
Districts throughout the region are scrambling to equip tens of thousands of children with computers and internet access, jockeying with each other to secure coveted devices in high demand during the pandemic. In the meantime, many districts are providing those students with rudimentary paper materials, asking families to return completed coursework to their schools or take pictures of completed worksheets and send them to teachers.
“This has been on the education docket for, gosh, probably at least 20 years,” said Alice Owen, executive director of the Texas K-12 CTO Council, an association that supports school district chief technology officers. “It’s been a struggle for people to realize that this is an important piece of learning for students if we want to keep them competitive on a global scale.”
Educators and advocates long have warned about the digital divide facing American children, with the nation’s most impoverished children suffering most. The ubiquity and declining cost of computers and internet access has helped shrink the gap, but stark disparities remain.
In the Houston area’s 10 largest school districts, about 9 percent of households — nearly 142,650 — do not have a computer, according to the most recent U.S. Census estimates. Nearly twice that number — about 267,250 households — lack broadband internet access.
Three of the region’s largest and most impoverished districts — Alief, Aldine and Houston ISDs — face the greatest shortages, according to Census data and estimates from district leaders.
Despite extensive warnings about the digital divide, state and federal legislators have not allocated nearly enough funding to schools to cover costs associated with providing laptops, wireless internet devices and broadband services to all students at home.
Districts can obtain some technology and internet access at steep discounts through a federal program known as E-Rate, but the benefit does not extend to take-home computers or wireless hotspots for students.
“If we want our kids to be competitive and stay up-to-date with tech, we need to be investing in our students for the future,” Owen said. “We’ve got to get over the way school used to be run, and we need to think about the ways that schools are run in the future.”
In a letter sent last week to the top four ranking members of Congress, 35 Democratic senators called for providing $2 billion in E-Rate funds that would allow schools and libraries to deliver wireless internet devices to students without connectivity at home.
“Children without connectivity are at risk of not only being unable to complete their homework during this pandemic, but being unable to continue their overall education,” the senators wrote. “Congress must address this issue by providing financial support specifically dedicated to expanding home Internet access in the next emergency relief package so that no child falls behind in their education.”
Maybe addressing this could be part of Infrastructure Week, or maybe it can be its own item. As the story notes, HISD and some other districts issue laptops to high school students – my daughter has one – which helps with those students, but obviously only goes so far. Charters are not exempt – KIPP reports a similar issue with its students. This is, plain and simple, an issue of poverty. If fixing the underlying issue is too hard, then maybe we can agree that all students need to have the equipment required for an education, and provide them all with laptops and Internet access. The choice is ours – are we going to learn from this crisis, or are we going to face the same problems the next time, without the excuse that we didn’t know any better?