Tackling Classroom Talk on the Global Digital Divide
Peter Szu-Yuan Peng, Larry K. Bright, The University of South Dakota, Taiwan
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
To engage tech-savvy young adults in considering the social justice aspects of the digital divide requires a will, a way, and infectious enthusiasm. Tackling classroom talk about the complex questions of the digital divide can be fun and meaningful. To promote equity and social justice among students, teachers face the challenge to explore the influences of marketed devices that compete for time and money and social status. What types of questions can encourage students to get beyond superficial consideration of the benefits of a technology? What questions may lead to higher-level thinking to foster a global vision of society that honors concepts of equity and social justice? Sequenced questions can engage students in describing and analyzing the impact of emerging technologies on their lives and on society. Great teaching about complex social justice and the digital divide requires patience, broad knowledge, and a superb set of questions to engage students.
Peng, P.S.Y. & Bright, L.K. (2008). Tackling Classroom Talk on the Global Digital Divide. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1017-1022). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).