Educators and technology standards: influencing the Digital Divide

Swain, C., & Pearson, T. (2003). Educators and Technology Standards: Influencing the Digital Divide. Journal of Research on Computing in Education, 34(3).


Following Poynton’s paper, Swain discusses more specific implementation of literary education, which is about technology standards. In order to decrease the digital divide, ISTE launches NETS in 1990s for students, teachers and administrators. In Swain’s paper, he positively believes the standards could help on the digital divide problem in the U.S. He starts with reviewing literature about digital divides regarding frequency and experience of using technology, and teacher’s development and concludes how the implementation of technology standards could help to decrease these divides.
Many previous studies document positive evidences that students perform more higher-order thinking and problem-solving skills with computers. Numerous figures show dramatic divides do exist in time/frequency of using computers in different area, in different schools, in different classes and in different families. Educators could at least equalize access at schools, but the mere access does not necessarily lead to better learning outcomes. Then comes the experience issue, Swain also draws many figures and documents to illustrate how children’s use of computers differ in age and ethical groups, and results in various learning experiences. Last, teacher training on technology application in teaching does matter, but most teachers nowadays cannot properly and confidently integrate technologies in practice and way behind the advanced technology. As teachers being role models of students, they cannot effectively and positively influence students without adequate ability to do so. Students are from various families and cultures, but they all attend schools. Teachers, along with administrators, in schools have the power and opportunity to make a difference.
Swain proposes the implementation of technology standards as specific guidelines for students, teachers and administrators to diminish the digital divide. While students can receive equal access and instruction of technologies, the divide may shrink. Standards, as models, can help to provide technology literacy education/training, reevaluation, equal access and equal experience. As a student following the standard, I can be aware of what and how well should I apply technology in my own learning and how the technology can help me learn effectively. As a teacher referring to the standard, I can see more possibilities to improve my teaching with technology and introduce technologies to my students in a proper manner. Also, as a administrator carrying out the standard, I can help to “level playing field for all students.” Different age/group, or as the lifespan Poynton suggests, might need different standards but generally the standard can provide basic and essential concepts of using computer technology in learning and in real life. And, yes, the standard helps to solve (a bit) the digital divide problem.