february 2016 supporting students & families in out-of-school
TRANSCRIPT
ACTION TOOLKIT
February 2016
sponsored by
Supporting Students & Families in Out-of-School Learning
Copyright ©2016 Consortium for School Networking. All rights reserved.
CoSN (Consortium for School Networking)1025 Vermont Avenue, NW, Suite 1010Washington, DC [email protected] www.cosn.org
CONTENTS
Execu,veSummary............................................
Sec,ons
1.Introduc,on...................................................
2.FirstSteps......................................................
3.SchoolDistrictLeadership&Innova,on.........
4.CaseStudies:Leaders&Innovators................
5.What’sontheHorizon?..................................
Appendix1:
SampleOut‐of‐SchoolConnec,vitySurvey.........
Appendix2:
Research&Resources........................................
Acknowledgements...........................................
2
3
6
9
18
19
20
25
26
ACTION TOOLKIT
“Accesstohigh‐speedbroadbandisnolongeraluxury;itisanecessityforAmericanfamilies,businesses,andconsumers.Affordable,reliableaccesstohigh‐speedbroadbandiscri=caltoU.S.economicgrowthandcompe==veness.High‐speedbroadbandenablesAmericanstousetheInternetinnewways,expandsaccesstohealthservicesandeduca=on,increasestheproduc=vityofbusinesses,anddrivesinnova=onthroughoutthedigitalecosystem.”
—PresidentBarackObama
Digital Equity:Supporting Students & Families in Out-of-School Learning
Execu,veSummaryThere'safast‐developingproblemwithlearningtoday.WhilenearlytwodecadesofimprovedInternetaccessforschools(includingbillionsoffederalE‐ratedollars)islargelyclosingwhatremainsoftheso‐calleddigitaldivide,theubiquityofmorerecentmobiletechnologieshasnowopenedwideanew'homeworkgap'intowhichlower‐incomestudentstoooftenfall.Asalargepartofeducationstillhappensafterschoolletsout,studentswithreliable,robustInternetaccessandtask‐appropriatedevicesseamlesslystayconnectedtoclasswork,assignments,teachersandallmannerofnecessaryonlineresourcesforworkandlearningtheyaccomplishathome.Meanwhile,thosewithoutameaningfulhome‐to‐schoolorstudent‐to‐resourcesconnecEonintheirhomeenvironmentsfacechallengesthatmakeforaveryunevenplayingfield.Andthegapextendsbeyondhomework;parents,too,standtoloseout;beingconnectedistantamounttobeingfullyinformedoftheirchild’sacademicperformance.Suchaccessandopportunitycan'tinfairnessbeseenasaluxuryaffordedonlyforaffluentorbeMer‐connectedcommuniEeswhen,intoday'sreality,InternetaccessonappropriatedeviceswithasufficientamountofbandwidtharebasicandessenEaltoolsforlearningandparEcipaEoninoursystem.
Thistoolkitoffershistoriccontextualbackground,describesthe‘homeworkgap’,addressesbroaderimplicationsofhouseholdconnectivity,anddetailsfourfirststepsschooldistrictscantakerightnow:
1. Survey2. Engageyourcommunity3. Ensuresustainabilitythroughcommunity
assets4. Consideroutside‐of‐the‐boxsolutions
Wealsopresentsixapproachesthatareenablingsomeschooldistrictstostrengthentheirleadershipandsparkinnovationinpursuingdigitalequityintheircommunities:
1. PartneringwithlocalbusinessesonWi‐Fiaccessforlearning
2. Makingthemostofexistingschooldistrictassets
3. Seekingmobilehotspotprogramsand/oraffordableLTE
4. Takingadvantageofspecialbroadbandofferings
5. Repurposingeducationalspectrum6. Creatingameshnetwork
Innovativeleadersinschooldistrictsnationwide,withhelpfrombusinessandcommunitygroups,arerisingabovefiscalconstraintstoensuredigitalequityfortheirstudents.Thistoolkitprovidesthoughtfulstrategies,inspiringcasestudiesandworkablesurveytemplatestoimplementsuchdigitalequityinanylocale.Indeed,itdoesn'trequiremuchcontemplationtoseethemoralimperativeandsocietalbenefitinmakingsuchdigitalequityareality.Thegoodnewsis,withhelpfromthistoolkit,itisn’timpossible,butitdoesrequireanintentionalapproach.Welcometothecivilrightsissueoftoday’sdigitalera.
Page 2Digital Equity Action Toolkit
Introduc,on
Goal
Toprovideschooldistrictsandtheircommunitieswiththeinformationnecessarytosupportstudentsandfamiliesinachievingequityinout‐of‐schoollearning.
Background
Eighteenyearsago,theE‐rateprogramwascreatedtoconnectallclassroomstotheInternet.E‐rate’sinitialmissionofprovidingabasicconnectiontotheInternetineveryclassroomhaslargelybeenaccomplished.
However,asnotedinCoSN’s2014InfrastructureSurvey,schooldistrictsconEnuetofacesignificantbroadbandandtechnologyinfrastructurechallenges.InDecember2014,ciEngthisandotherdata,theFederalCommunicaEonsCommission(FCC)votedtoincreasefundingavailablethroughtheE‐rateprogramby60percent.TheresultisthatanaddiEonal$1.5billionisavailableannuallyforthenextfiveyearstoimprovebroadbandconnecEvityandWi‐FiinU.S.classroomsforatotalofnearly$4billionyearly.
WhilethereareveryexciEnggainstobemadeinon‐campusconnecEvity,failuretoaddressInternet
accessoutsideofschoolwillpreventdistrictsfrommaximizingstudentgrowthanddevelopment.Itcouldalsodeepenthedigitaldivideforchildrenwholackrobustaccessathome.ItisimperaEvethatwemovebeyondtheclassroomandcapturethepoweroftheInternettoenableanywhere,anyEmelearning.
Alarmingly,over75percentofschooldistricttechnologyleadersreportthattheyhavenostrategiestoaddressoff‐campusaccess–aseriousproblemforstudentsfromlow‐incomefamilies,accordingtooursurvey.
Inspiteofresourceconstraintsfacedbyschooldistricts,nowistherightmomenttobroadenourhorizonsfromsimplyfocusingonat‐schoolaccesstoenableanywhere,anyEmelearning.TodothiseducaEonleaderswillneedthough`ul,intenEonalstrategiesandpoliciesthatdecreaseinequiEesindigitallearning.
The“HomeworkGap”Problem
In2009,theFCC’sBroadbandTaskForcereportedthatabout65percentofstudentsusedtheInternetathometocompletetheirhomework,astaEsEcthathaslikelyincreasedgiventhegrowingtrendsofdigitallearning.TheTaskForcealsofoundthatapproximately70percentofteachersassignhomeworkrequiringaccesstobroadband,anotherstaEsEcthathaslikelyincreasedasschoolsmovetomoredigitallearning.Whilediscussionshaveframedthisasa‘homework’gap,inrealityit’sawideningchasmintowhichparents/guardiansalsofall.
Page 3Digital Equity Action Toolkit
SchoolnoEces,calendars,news,informaEon,andupdatesaresentoravailableinelectronicformwithanassumpEonofahomeconnecEon.Moreimportantly,thegoalisn’ttoenablejusthomework,butanyEmelearning,bolsteredthroughparentalsupportandawareness,andallofthisrequiresbothinsideschoolandoutsideschoolaccess.
ThePewResearchCenterinApril2015foundthat82.5percentofAmericanhouseholdswithschool‐agechildrenhavebroadbandaccessinthehome.Thisisapproximately9percentagepointshigherthanthebroadbandadopEonrateacrossallhouseholds.YetbeyondthatposiEveoverallstaEsEc,thereremain5millionhouseholdswithschool‐agechildrenwhichlackbroadbandinthehome.Studentsinthesehouseholdsexperiencewhatisbeinglabeledthe‘homeworkgap’.TheeducaEonalchallengeis,ofcoursebeyondsimplyhomework,andmustalsoinvolvenewopportuniEesforlearninginsideandoutsidetheclass,aswellaswaystocommunicatewithfamilies.
Low‐incomehouseholdscompriseadisproportionateshareofthis5millionwithoutbroadbandaccess.Low‐incomehomeswithchildrenarefourtimesmorelikelytolackbroadbandthanmiddleorhighincomefamilies.Likewise,low‐incomeblackandHispanicfamilieswithchildrentrailcomparablewhitehouseholdswithchildrenbyabout10percentagepointsforhomebroadbandaccess.
A2015surveybytheHispanicHeritageFoundaEonprovidesaddiEonalinformaEonabouttheextentoftheproblem.
■Nearly80percentofHispanicstudentswhodidnothaveregularaccesstoacomputerathomeusedtheirsmartphonestoaccesstheInternet.
■Nearly50percentofallstudentssaidtheywereunabletocompleteahomeworkassignmentbecausetheylackedaccesstotheInternetoracomputer.Hispanicstudentsreportedthismorefrequently.
■Overall,42percentofstudentssurveyedbelievedtheyreceivedalowergradeonanassignmentbecausetheylackedaccesstotheInternet.Hispanicstudentsweremostlikelytofeeltheyhadreceivedalowergradeduetothislackofaccess.
TeachersacrossthecountryhavebecomeincreasinglyaMunedtotheimpactthatthehomeworkgaphasonstudents’educaEonalachievement.Accordingtoa2015reportbytheBill&MelindaGatesFoundaEon,42percentofteachersindicatethattheirstudentslacksufficientaccesstotechnologyoutsideoftheclassroom.A2014reportbytheAllianceforExcellentEducaEonandtheStanfordCenterforOpportunityPolicyinEducaEonfoundthatteachersinhigh‐povertyschoolsweremorethantwiceaslikelytosaythattheirstudents’lackofaccesstotechnologyoutsideofschoolposedachallengeintheirclassrooms.Only3percentofteachersinhigh‐povertyschoolssaidthattheirstudentshadthedigitaltoolsnecessarytocompletehomeworkassignmentswhileathome,comparedto52percentofteachersinmoreaffluentschools.
Nearly 50 percent of all students said they were unable to complete a homework assignment because they lacked access to the Internet or a computer.
Page 4Digital Equity Action Toolkit
InaddiEontoreducingdigitalinequiEes,thereareotherreasonswhybroadbandaccessandadopEonareimportanttolow‐incomefamilies.AsurveyconductedbytheMiami‐DadeSchoolDistrictfollowingimplementaEonofits$3.5milliongrantiniEaEvewhichprovidedlaptopsandanInternetconnecEonforuseatschoolandhomeshowedthat90percentofparentsfoundhavingthecomputerandhomeaccessenabledthemtokeepmoreinformedabouttheirchild’sacademicperformance.
Similarly,TechGoesHome(TGH),adigitalequityiniEaEvefoundedinBostonandnowoperaEnginseveraladdiEonalciEesacrossthecountry,foundthatparEcipaEonintheirdigitalaccessprogramhas hadposiEveimpactsbeyondlearningdigitalskills.Nearly70percentoffamiliesinTGHschool‐basedprogrammingindicatedthatthiswasthefirstEmethattheyhadparEcipatedinanacEvityattheirchild’sschool.Ninety‐fivepercentoftheseparents/guardiansplantotakepartinfutureacEviEesattheirchild'sschooloratthecommunityinsEtuEon.HometrainerssaytheprogramimprovedtheirrelaEonshipwiththeirfamiliesandparEcipants.
HouseholdConnec,vityBigPicture
AdigitalequitysoluEonthatprovidesastudentwithpreciselywhatheorsheneedsinordertocomplete homeworkmaynotimplicitlyadvancedigitalequityforthatstudent.
Steppingbackforabigpictureview,manystudentscomefromhouseholdsinwhichothersalsodependuponrobustconnecEvitytofullyengageinwork
andlife,andtomaintainstronghome‐to‐schoolconnecEons.Aparent,anoldersibling,orotherfamilymembermaybeusingsharedconnecEvityorevenashareddevice.
Ifyouweretosimplyasklower‐incomefamiliesiftheyhadWi‐Fiandadevice,themajoritywouldsayyes.However,theCooneyCenter,ateamofresearchersfundedbytheBillandMelindaGatesFoundaEon,whoundertookjustsuchamission,reportedthat“accesstotheInternetanddigitaldevicesisnolongerasimpleyes/noquesEon.WhetherfamilieshaveconsistentqualityconnecEonsandthecapabiliEestomakethemostofbeingconnectedisbecomingjustasimportant.”Further,accordingtotheirfirst‐of‐its‐kindnaEonallyrepresentaEvesurveyof1,191low‐andmoderate‐incomeparentswithschool‐agedchildren(ages6to13),amongfamilieswhohavehomeInternetaccess,half(52%)saytheiraccessistooslow,onequarter(26%)saytoomanypeoplesharethesamecomputer,andonefiqh(20%)saytheirInternethasbeencutoffinthelastyearduetolackofpayment.
Theunder‐connecEonoflow‐incomefamilies,then,isarealissue,andwhileitmaynotbethepurviewoftheschooldistricttoaccommodateforallfamilymembersinahousehold,amoreholisEcapproachwillensurethattheschool‐agedchildrenthatschool districtdoesservearen’treducedtoliMleornoaccessduetothecircumstancesoftheirhomeenvironment,includingsomeoftheissuesmenEonedabove.Whatevertheymaybe,thesetypesofissuesandchallengeswillrevealthemselvesinresultsfromawell‐plannedandwell‐executedstrategytogatherone’sownlocalinformaEononwhatexactlyisthecase.
The under-connection of low-income families is a real issue. A holistic approach will ensure that school-aged children aren’t reduced to little or no access.
Page 5Digital Equity Action Toolkit
2.FirstSteps
Step1:Survey,Survey,Survey
AkeyfirststepinaddressingdigitalequitywithinyourschooldistrictistoidenEfythescopeoftheproblem.Inotherwords,itisimportantfordistrictandschoolleadershiptobeabletofullyarEculatethecontextfordigitallearningthattheirstudentsengageinoutsideofschool.TeachersandschooladministratorsmaybegenerallyawareofdigitalequitychallengeswithinthedistrictandmayevenknowspecificstudentswhohavelimitedaccesstotheInternetoutsideoftheclassroom.Itiscrucial,however,fordistrictstobroadenthisawarenesswithsurveydata.TheU.S.CensusBureaubeganaskingaboutcomputerandInternetuseinthe2013AmericanCommunitySurvey(ACS).ThisnewsetofdigitalequityindicatorscollectedatthecommunitylevelmayprovideausefulstarEngpointforconversaEons.
CoSNandtheFridayInsEtuteforEducaEonalInnovaEonatNorthCarolinaStateUniversityhavecreatedasetofrecommendedstudentandparentsurveyquesEons(seeAppendix1)availabletodistricts.ThesesurveysarevaluabletoolsfordistrictstounderstandandtrackprogressinaddressingdigitalequitychallengesandidenEfyemergingissues.
SuggestedcategoriesofquesEonstoincludeinasurveyare:
Devices.WhattypesofdevicesdostudentsusetoconnecttotheInternet?Whichofthesedotheyuseathome?WhichofthesearesuitableforcompleEonofhomework?Howmanyfamilymemberssharedeachdeviceinthehome?
Places.Whatplacesotherthanhomedostudentsspendtimeoutsideofschoolhours?WhichoftheseplaceshaveInternetconnectionsthatstudentscanuse?ArethereplaceswhereitwouldbeappropriatetoaddWi‐FiconnectivityorlookforaffordableLTEsolutionsforstudentuse?
Speed.WhatisthespeedofconnecEonthatstudentsneedtoengageinanywhere,anyEmelearning?DotheyhaveaccesstothisspeedofconnecEonintheirhomeandinotherplacesinthecommunitywheretheydoschoolwork?
AnotherexampleistheGrundyCenterCommunitySchoolsinIowawhoareanexcellentmodelofhowdistrictscanassessstudents’out‐of‐schooltechnologyenvironments.TheirsurveywasparEcularlycomprehensiveandalsoexaminedtheout‐of‐schoolconnecEvitystatusofteachers.CollecEngthisdataallowedthedistricttounderstandthenatureofout‐of‐schoolconnecEvityexperiencedbystudentswithinthedistrict’selementaryschool,middleschool,andhighschool.Thissurveyisacomponentoftheirdistrict‐wideTechnologyPlanimplementedtodirectin‐schoolandout‐of‐schooltechnologystrategyfor2013‐2019.
SchoolleadersalsoneedtoidenEfywhichstudentsfaceconnecEvitychallengesoutsideofschool.Thislevelofdatawillenableschooldistrictsand
These surveys are valuable tools for districts to understand and track progress in addressing digital equity challenges and identify emerging issues.
Page 6Digital Equity Action Toolkit
students’parents/guardianstoworktogetherinsecuringthetoolsthatstudentsneedforanywhere,anyEmelearning.
Step2:EngageYourCommunity
SchoolsareinauniqueposiEontoengagethebroadercommunityincreaEngandenacEngdigitalequitystrategies.Thoughschooldistrictshavetheresponsibilitytoensuredigitalequityfortheirstudentstocompeteintoday'sdigitalworld,theenErecommunitysharesaninterestinadvancingdigitalequityforall.
EnlisEngotherinsEtuEonsthatmakeupthefabricofacommunitywillbroadenthearrayofperspecEves,ideas,andresourcesneededtoaddressdigitalequitynowandputsustainablesoluEonsinplaceforthefuture.
TheOpenTechnologyInsEtuteprovidesexcellentguidanceontheprocessofengagingpartnersacross thecommunityindigitalequityiniEaEves.OTIhasfoundthatthefollowingorganizaEonsplayacriEcalroleinthelong‐termsustainabilityofneighborhoodtechnologyinvestments:
■Churchesandfaith‐basedsocialserviceinsEtuEons■Community‐basedorganizaEons,communitycenters■Libraries■Schools,educaEonalandworkforceprograms,includingGEDprep
■SocialservicefaciliEes,includingmunicipalaidandpublic/low‐incomehousing■CooperaEves(food,childcare,etc.)■Hackerspaces/makerspaces■Majorbandwidthbuyersincludinghospitals,techfirms,anduniversiEes■CommercialInternetserviceproviders(especiallylocalorindependentfirms)■Middle‐mileor“bulk”bandwidthproviders
OTIrecommendsassessmentoftheseinsEtuEons’readinesstoengagewithbroadbandaccessandadopEonwork,includingexisEngbandwidthresources,aswellastheircapacityandinterestinsupporEngtechnologicalresources.
YourcityatlargeorenEEeswithinitmayhavealreadymadeacommitmenttoadvancingdigitalequity.Asyoubeginplanningyourowndigitalequitystrategies,firsttakestockofeffortsthatarealreadyunderwayandidenEfyareaswherecoordinaEonmakessense.ThiswillenabletheenErecommunitytomakethebestuseoflocalresourcesandtobeMerserveitsmembers.
AniniEalcommunityconversaEonmightfocuson:
■UnderstandingthesituaEoninthecommunity■Getngonthesamepageaboutthedata■IdenEfyingthearrayofresourcesandneedsavailablewithinthecommunitythatcanbematchedtoaddressthechallengeathand■Considerthekindofstructure/systemthatwillbeneededtoimplementeffortsandkeepeffortsgoing
Page 7Digital Equity Action Toolkit
Though school districts have the responsibility to ensure digital equity for their students, the entire community shares an interest in advancing digital equity for all.
BesuretodirectlyengagelocalInternetserviceprovidersinthecommunityengagementprocess.IftheseenEEesaretoplayaroleincreaEngcondiEonsforasuccessfuldigitalequityiniEaEve—thenthey,too,mustunderstandbarrierstofullconnecEvitythatstudentsfaceoutsideofschool.
Step3:EnsureSustainabilitythroughCommunityAssets
Schooldistrictsandcommunitypartnersmustworktogethertoensurethattheenergytoaddressdigitalequitynowhaslong‐termstayingpower.It’snevertooearlytoidenEfyandbeginenacEngstrategiestoensurethatyourworkissustainedacrossleadershipregimes.TheChippewaValleyInternetworkingConsorEum(CINC)inWisconsinisanexcellentcasestudyinleveragingcommunityassetsonaregionalleveltobuildsustainabledigitalequitysoluEons.
Formedin1999,CINCisaregionalCommunityAreaNetwork(CAN)commiMedto“BroadbandServingthePublicInterest.”ItbecameanUnincorporatedAssociaEonin2011andcoordinatesregionalcommunicaEoninfrastructureprojectswithcity,countyandstategovernment,educaEonalinsEtuEons,libraries,hospitals,healthcare,nonprofits,andtechnologyproviderstofacilitateandcreateinnovative,competitive,andsustainablenetworks.Throughacoordinatedregionalcommunicationinfrastructure,CINChelpstheChippewaValleyremaininnovative,competitive,andeconomicallyviableforpresentandfuturegenerations.
InaddiEontogetngcommunitypartnersonthesamepagethroughthecommunityengagementprocess,begintoidentifytheuniqueassetsheldinthecommunitythatwillbecrucialtosustainedsuccess.Explorereal‐worldexamplesofhowschooldistrictshaveinsEtuEonalizedtheirdigitalequityeffortsinthecasestudiessecEonofthisreport.
Step4:ConsiderOutside‐of‐the‐BoxSolu,ons
Asweconnectallhouseholds–especiallythepoorestones–tobroadband,therearetremendousopportuniEestobringinothercommunitypartners.WeneedtothinkcreaEvely.OnaCoSNdelegaEontoUruguay,wesawhowtheirone‐to‐oneprogram,PlanCeibal,whichsendsaschooldevicehome,alsodeliversnutriEonprogramsformothersaqerthechildrengotobed.Areyoureachingouttootheragenciesandnonprofitswithmissionstoadvancethehealthandemploymentoflow‐incomefamilies?
The2015NextCenturyCiEesDigitalInclusionLeadershipAwardwinnersprovideexamplesofwaysthatcommuniEesacrosstheU.S.arecomingupwithout‐of‐theboxwaystoadvancedigitalequityintheircommuniEes.Oneofthe2015awardwinnersisaprogrambasedinDavidson,NC,EliminatetheDigitalDivide(E2D).Thisnon‐profit,acollaboraEonwithCharloMe‐MecklenburgSchools,isapowerfulexampleofhowtheverystudentsschoolsseektoeducatecanhelpeducateschoolsandthebroadercommunityabouttheneedtoaggressivelypursuedigitalequity.Inspiredby12‐year‐oldFrannyMillen,whowhowantedtohelpmoreofherclassmatesaccesstheInternetathome,
School districts and community partners must work together to ensure that the energy to address digital equity now has long-term staying power.
Page 8Digital Equity Action Toolkit
E2Dprovideshomeswithschool‐agedchildrenacomputerandInternetaccess.Thetown’spoliEcalleadershiphassincehelpedorganizedigitalliteracyclassesforthecommunityandnamedeverysecondSaturdayinMay“E2LemonadeDay”tosupportgrassrootsfundraisingefforts.Otherwinnersthisyearhaven’texplicitlystructuredtheiriniEaEvesaroundschools,butschool‐agedchildrenmaybenefit.
Digitalequityisnoteasytoachieve;ittakesconversaEon,poliEcalwill,andsharedcommitment.Thatsaid,itcanbeandisbeingsolvedinsomeofournaEon’scommuniEes.
3.SchoolDistrictLeadership&InnovationApproach1:PartnerwithLocalBusinessesonWi‐FiAccessforLearning
Onewaydistrictsincreasestudents’outside‐of‐schoolInternetaccessisbypartneringwithlocalbusinessesandcentersofcommunityactivitytoprovidefreeWi‐Fi.Accordingtothe2015CoSNInfrastructureSurvey,15%ofschoolsystemsreportthatthereiscommunity/businessWi‐Fiavailableforstudents,a50%increasefrom2014.Schoolcoststendtobeminimal;partnershipscanbebrandedtorecognizebusinessesas
partnersinadvancingdigitalequityandeducationalopportunity.
MappingandClosingtheWi‐FiDeserts
TheForsythCountySchoolsandtheCummings‐ForsythCountyChamberofCommerceinGeorgiapartneredtoincreaseonlineaccessforout‐of‐schoollearningacrosstheircommunity.TheirFreeWi‐FiDirectorylistsaccesslocaEonswherestudents candotheirhomework.Theprogram’swebpageprovidesasearchtoolenablingstudentstoeasilylocatecommunityaccesspoints,andinformaEonforbusinessesabouthowtoenrollasapartnersite.ParEcipaEngorganizaEonsreceiveaspecialwindowdisplaytag.Thedirectoryisavailableatwww.forsyth.k12.ga.us/wifiandaccessiblefromschoolwebsites.
JamesMcCoy,presidentandCEOofTheCumming‐ForsythCountyChamberofCommerce,believesthatthegreatercommunityalsostandstobenefit.“CreaEngaFreeWi‐FiDirectoryisanatural
expansionofservicesthatsupportourcommunity’shighqualityoflifestandard,”saysMcCoy.“ByworkingtogethertoidenEfyandmapfreeWi‐FilocaEons,wewillcreate
Digital equity is not easy to achieve; it takes conversation, political will, and shared commitment. That said, it can be and is being solved in our nation’s communities.
Page 9Digital Equity Action Toolkit
acloudofcoveragethatnotonlybenefitsstudents,butthosethatalsoliveandworkinourcommunity.WestrivetobethemostconnectedcountyalongtheGA400TechnologyCorridor,andtheFreeWi‐FiDirectoryisastepintherightdirectionforcontinueddevelopmentofoureconomicinfrastructure.”
FairfaxCountyPublicSchools(FCPS)inVirginiahastakenonasimilarinitiativetoengagelocalpartnersineffortstoincreasestudents’onlineaccessinout‐of‐schoollearning.AspartofitsAccess4Allprogram,FCPSmappedfreeWi‐Filocationsforstudents.TheirCommunityInternetAccessmapslistaccesssitesinneighborhoodswithinthedistrict,includinglibraries,andcommunity,family,andotherresourcecenters.Here’sonesuchmap:
Pro/Con:▲Minimalschooldistrictcosts
▲Increasedcommunityengagementindigitalequity▲Canprovidecommunityaccessifparkedinlow‐incomeneighborhoods▼Businesshours,studentschedulesnotaligned
▼Limitedbusinesshours
▼Lackoftransportationto/fromWi‐Fiaccesspoints
Approach2:MaketheMostofExis,ngAssets
ByinstallingmobilebroadbandhotspotsinplaceswherestudentsspendEme,schooldistrictsandcommuniEesopenupawholenewsetofconnecEvitypossibiliEes.AnumberofschooldistrictsleveragetheirbusestoenablemoreonlineEmeforchildrenastheytraveltoandfromschool,andevenaqerthey’vereturnedhome.ConnecEvityonbusesappearstoreducebehavioralproblems,as studentsfocusmoreontheirscreensandlessoncreaEngdisturbances.HuntsvilleCitySchoolsreporteda70%dropindisciplineproblemsaqerinstallinghotspotsontheirbuses.Thiscanincreasedistrictcosts,butgivesstudentsmorelearningandhomeworkEme,anditaddsupfast:basedona30‐minutebusride,thisrepresents30moreschooldaysperyearofpotenEalEme‐on‐task.
By installing Wi-Fi in places where students spend time but aren’t able to get online, school districts and communities open up a whole new set of connectivity possibilities.
Page 10Digital Equity Action Toolkit
Locatedinahighpoverty,desertvalleyinsouthernCalifornia,CoachellaValleyUnifiedSchoolDistrict(CVUSD)spansa100‐square‐milearea.Averagedailybustimeperstudentisonehour;forsome,it’snearlyfour.They’vetransformedtransittimeintoalearningasset.Inthe2014‐15academicyear,CVUSDpilotedmobilebroadbandaboardtwobusesforconnectivityduringtransit.Parkedovernightbylow‐incomehouseholds,theybecomeInternetconnectivityhubsforfamilies.Followingasuccessfulpilotyear,theschoolboardinsummer2015approvedthepurchase ofhotspotsforinstallationonall97ofthedistrict’sbuses.The$232,065.33allottedtopurchasethehardwarewillcomefromthedistrict'sgeneralfundandincludes11monthsofVerizonInternetservice,andsolarpanelsfor10buses,enablingeveningusagebeyondtheonehourbatterylifethebusallows.Asanote,operationalcostsfor97busesisabout$80,000peryear;inotherwords,alotofthat$232,000washardware.OnJanuary4,2016,PBSNewsHourfeaturedCVUSD’sincrediblework.Watchthevideo.
Miami‐DadeCountyPublicSchoolsisembarkingonaconnectedschoolbusinitiativeofepicproportions.Withtheirlargest‐in‐the‐worldfleetof1,300schoolbusestransporting60,000students daily,thedistrictisusingKajeetSmartBus.ThehardwareandsoftwareconnectsstudentsonthegowhileensuringCIPA‐compliantfiltering.TheybuybulkdatafromVerizonandSprint,placingitintoaKajeetaccountthatbusestap.Accessdoesn'texpireandtheycanaddmorewheneverneeded.Learnmore.
Pro/Con:▲LeverageexisEngschooldistrictassetsforgreaterbenefit▲StudentsusetransitEmeforlearningandhomework▼Considerabledistrictcost
PartneringwithCityGovernmentstoAddWi‐Fi
TheCityofCharlottesville,VAiscollaboratingwithAlbemarleCountySchoolDistricttoaddfreeWi‐Fiinlaundromatsaroundthecity,aclevermeansofprovidinglow‐incomefamiliesInternetaccess.Similarly,mappingoutdistrict‐ownedbuildingsacrossthecommunitywherethereisWi‐Ficouldallowaccesstothefilteredschoolportal.Thesesortsofeffortsaregamechangerswhenthinkingaboutprovidingoutside‐of‐schoolaccessforlearning.
Approach3:SeekMobileHotspotProgramsand/oraffordableLTE
MobilehotspotlendingprogramsareagreatwayforschooldistrictstoensurestudentshaveInternetaccesswherevertheygo.Nearly5percentofschool districtsaretakingthisapproach,accordingtothe2015CoSNInfrastructureSurvey.SchoolsystemsmustensuremobilehotspotsareCIPA‐compliant,providingage‐appropriatefilters.Typically,thesehotspotscapbandwidthallowedperstudent.
Mobile hotspot lending programs are a great way for school districts to ensure students have Internet access wherever they go.
Page 11Digital Equity Action Toolkit
LEADERS&INNOVATORS
TheabilitytoconnecttotheInternetanywherewithamobilehotspotisparEcularlyeffecEveinadvancingdigitalequityamongstudentswhosehouseholdsfrequentlymove.AnUrbanInsEtutereportrevealsmobilitytrendsamongschool‐agedchildrenthatmakemoretradiEonalwiredhomebroadbandplanspotenEallylesssuitable.Studiescitedinthisreportrevealthatapproximately13percentofchildrenunder18movefromoneyeartothenext;low‐incomechildrenandadultsmoveevenmoreoqen,andapproximatelyhalfofalllow‐incomehouseholdsmovewithintwoyears.Evenwithhomebroadband,mobilehotspotscanproveuseful.Forexample,manystudentsdon’treturnhomeunEladultguardiansreturnfromwork.
Miami‐DadePublicSchoolsoffersschoolluncheligiblestudentsSprint’sConnectEd.FromnowthroughJune30,2019,theSprintbroadbandservice(Spark)isavailableto50,000low‐incomefamilies.This3GBpermonthservice,onlyavailableforeligiblestudentslivinginSprint‐servedterritory,isofferedforfouryearsonceactivated.Thedistrictand/orfamilymustprovidethedevice;oncethemonthly3GBlimitishit,theycannotaddmoredataonthatdeviceandtheconnectionisslowed.AccordingtoDebKarcher,thathasn’tbeenamajorproblembecausehomeaccessisstillgoingthroughthedistrictfilter.Thatsaid,Karcherexpressedconcernaboutsituationswhereotherfamilymembersconnecttothedeviceandcompromisetheprimarystudent’susage.ShealsopointsoutthatstudentssmartlyseekfreeWi‐Fi
fromplaceslikeMcDonald’s,Starbucks,andTargettodownloadbandwidthintensiveapps.Forfurtherinformationabouthowtheprogramworks,here’sadetailedFAQ.
TheSchoolDistrictoftheCityofPon,ac,MI,usesfilteredmobilehotspotswithmanagedservicefromKajeetthatscalestothenumberofdevicestheyneedandmonthstheyneedthem,withnooveragecharges.Trackingdatausagethroughmanagedserviceisthekeytopredictablefees.
InKansasCity,Missouri,publiclibrariesandschooldistrictsallytheireffortstocreaEvelyadvancedigitalequity.Inthe2015‐16academicyear,theKansasCityPublicLibrary(KCPL),KansasCityPublicSchools,andlocalnon‐profitorganizaEonsLiteracyKansasCityandConnecEngforGoodpilotedamobilehotspotlendingprogram.Duringthispilotyear,25mobilehotspotswillbemadeavailabletostudentsintwohighschoolsfacingchallengesinaccessingonlinecontentoutsideofschool.ThispilotwasmadepossiblethroughagrantfromRhodeIsland‐basednonprofitMobileBeacon,offeringlow‐costInternetaccessandmobilehotspotsforeducaEonalinsEtuEons.Learnmorehereandhere.
Schoolandcommunityleaderswoulddowelltoencouragethisnexttypeofprogram.TheLibraryHotspotprogramoftheNewYorkPublicLibraryisanoutstandingexampleofhowpubliclibrariesaremakingboldmovestosupportpatronsingainingfullaccesstotheInternet.Throughtheprogram,patronsmayborrowadeviceandserviceforuptooneyear.Learnmore.
Even with home broadband, mobile hotspots can prove useful.
Page 12Digital Equity Action Toolkit
LEADERS&INNOVATORS
AlvinDunnElementarySchoolinSanMarcos,CA,participatedinatechnologyprojecttoevaluatetheimpactofmobilelearningandanytime,anywhereInternetaccesswithagoalofaddressingthehomeworkgap.TheprojectprovidedeachofAlvinDunn’s776th‐gradestudents–59%ofwhichdidnothaveaccesstohigh‐speedbroadbandconnectivityathome–withtabletsconnectedviaLTEmobilebroadbandservice.Amongtheresults:
■96%ofthestudentsspecificallyimpactedbythehomeworkgapstatedthatgainingaccesstoanLTE‐connectedmobiledevicehelpedthemtobecomebetterstudents
■78%ofstudentsstatedthey"workedtogetherwithmyclassmatesmoreoften”asaresultoftakingadevicehomeandhave“alwayson”connectivity
Thesestudentsalsodevelopedstrongerself‐efficacyasseriouslearners,with55%reportingthattheyhadmoreconfidenceintheirabilitiestobesuccessfulafterintroductionoftheconnectedtablets,and52%statingtheyweremoreinterestedinwhattheywerelearninginclassnowtheycouldusethetabletbothatschoolandathome.Moreonthisprojectcanbefoundhereandhere.
Basedontheseresults,additionalprogramsareunderwaytooptimizecostsandofferthesameInternetsafeguardsforLTEthatapplytoon‐campusWi‐Fi.
HowMuchDataDoesaStudentNeed?
So,toclosethehomeworkgap,justhowmuchdatadoesastudentneed?ThisisnotasimplequesEon,butitisanimportantone.Theeasyanswer:“Itdepends.”However,educaEonleadersneedtoknowreasonableaveragesthatmeettheneedbutdon’tbreakthebank.Asmorelearningcontentincreasinglygoesdigital,onethingiscertain:theamountofdatastudentsrequireforout‐of‐schoollearningwillalsoincrease.
Ericssonfoundthat61%ofcommercialmobileapptrafficisfromFacebook,YouTube,Ne`lix,Instagram,andSnapchat.Unlimitedaccesstothesesocialmedia/videositeswilllikelybustanyone’sbudget,evenona5GBplan.SomedistrictsrecommendblockingconsumervideoserviceslikeYouTubebutallowingeducaEonvideoservices(e.g.TeacherTube,SchoolTube,YouTubeforSchools,KhanAcademy,TedEd,PBSLearningMedia,etc.).
AccordingtoMichaelFlood,VicePresidentforStrategyatKajeet,“Evenwithconsistent‘acceptableuse’policies,thepracEcesoftheeducator/studentcanvarydatausage–aretheyinaVirtualLearningprogramthatreliesheavilyonvideoconferencing?AretheyonlinealltheEme(suchasavirtualorhospitalizedstudent),oronlyfor‘homeworkhours’intheaqernoon,evening,and/orweekend?Astudent’sdevicetypealsoinfluencesusageasdifferentpla`ormspushoutOS/Appupdateswithdifferentfrequencies.”
FloodpointsoutthatmonthlyusageperstudentonKajeet’sManagedEducaEonBroadband(involvingthousandsofstudentsacross31statesand140+
Just how much data does a student need? Education leaders need to know reasonable averages that meet the need but don’t break the bank.
Page 13Digital Equity Action Toolkit
districts)averagesunder1GB.Thisvariesbasedonschoolpoliciesforwhen,andhowtheconnecEvitycanbeused.Forexample,districtsthatswitchedfromenvironmentswhosedesignisn’ttailoredforoff‐campusstudentbehaviorshaveseenasmuchas a3x‐5xreducEoninaveragedatausage,primarilyfromthecarefulmanagementofconsumerentertainmentuses.
Pro/Con:▲StudentshaveInternetaccesswherevertheygo
▲ParEcularlyrelevantforstudentsspendingEme
inmulEplehouseholdsorfrequentlymoving▲Withschool‐providedaccess,educatorscangain
visibilityintostudentacEvitythatcaninformimprovedacademicstrategiesorevaluatetheuseofinstrucEonalresources
▼Amountofdataavailableperstudentvariesdependingonschool‐providerarrangements.StudentsmayencounterdatalimitaEonchallenges.▼Allowablehotspotusemaybelimitedtostudentuseforhomework,thusnotaviableapproachtoadvancinghousehold‐widedigitalequity▼Upfrontandongoingcostforschools
Approach4:TakeAdvantageofSpecialBroadbandOfferings
Elevenpercentofschooldistrictspromoteprogramswhichprovidereduced‐priceInternetservice,accordingtoCoSN’s2014InfrastructureSurvey.
Connect2Compete(C2C)providesanimportantonrampforqualifyinghouseholds.RunthroughnaEonaldigitaldividenonprofitEveryoneOn,C2CtargetsK‐12studentsandprovidesaffordableInternetanddevicestonaEonalschoollunchprogrameligiblestudentsandfamiliesandisofferedinpartnershipwithCox,BrightHouseNetworks,MediaCom,Suddenlink,Comcast’sInternetEssenEals,andothers.Eligiblecustomersreceivefast,affordableInternetforaslowas$9.95permonth(plustax).Formostcustomers,thereisnodeposit,nocontracts,andnoinstallaEonormodemrentalfees.
AhouseholdmayqualifyforEveryoneOn’sC2Cprogramiftheymeettherequirements.Forthemostup‐to‐dateinformaEonabouttheprogram’seligibilityrequirements,visitConnect2Compete.AdopEonrateshavebeenfoundtobeaprobleminsomelow‐incomecommuniEes.
InApril2016,AT&Twilllaunchalow‐costwirelinehomeInternetprogramforhouseholdswithinits21‐statewirelineserviceareawithatleastoneresidentparEcipaEngintheSupplementalNutriEonAssistanceProgram(SNAP).QualifyinghouseholdswillreceivethefastestofthreepotenEalspeeds(10,5or3Mbps)availableatthefamily’saddress,priced(dependingonspeed)ateither$10or$5per
Another key strategy has been Wi-Fi upgrades at school campuses and other public buildings that have a high incidence of student use.
Page 14Digital Equity Action Toolkit
month(plustax).AT&T’sprogramalsohasnotermcommitmentordepositrequirement,andnoinstallaEonormodemfees.Forcompletedetailsandeligibilityrequirements,visit:aM.com/accessaqerMarch1.
ReverePublicSchoolshasprioriEzedoutside‐of‐schooldigitalequity,highlighEngitintheDistrict’s2013‐2016TechnologyPlan.Thehighschoolisalreadyaone‐to‐onedeviceperstudentenvironment;thedistrictisextendingthistomiddleandelementaryschools.StudentstakehomeiPadsandChromebooks,sooutside‐of‐schoolaccessiskey.StrategiesidenEfiedtoaddressdigitalequityinclude:allowingcomputerlabsaccessbefore/aqerschool,andworkingwiththePublicLibrarytoprovidecommunityaccessandliteracyprograms.
AnotherkeystrategyhasbeenWi‐Fiupgradesatschoolcampusesandotherpublicbuildingsthathavehighincidenceofstudentuse.Thedistrictalsodisseminatestostudentsandstaffalistoffreeaqer‐schoolInternetaccesslocaEons.
TheywerealsoveryaggressiveinmakingComcast’sInternetEssenEalsavailabletoschoolluncheligiblehouseholds.Thecommunityusedsomeofthecable feesitreceivedduetoitslicensetoComcasttosubsidizethat$9.95monthlycost.
PaulDakin,SuperintendentofReverePublicSchools,talkedaboutthiseffort,whichalsoremindedRevereMayorDanielRizzoofRevere’s
GetYourBusinessOnline,whichusedstudentstohelplocalbusinessesgetonline.Watchthevideo.
Whiletheseprogramsplayacriticallyimportantroleinenablingyouthandeducatorstoconnectinthehome,theymaynotbethemostidealsolutionsforstudentswhospendtimeinmultiplehomes,someofwhichmaynotpossessahomeInternetsubscription.Companiescommittoofferingsuchbroadbanddiscountsforalimitedtime,andrestrictionscanexist.Readthefineprintbeforebecomingapromotionpartner.
InChattanooga,Tenn.,thecity’sworld‐renownedhigh‐speedgigabitInternetprovider,EPB,hascreatedasubsidizedofferingforhouseholdswithchildrenwhoqualifyforfreeorreducedlunch.In2015,theybeganofferinglow‐incomehouseholds100megabit‐per‐secondInternet(billedas‘thenation’sfastest’)forjust$26.99amonth,lessthanhalftheirnormalrate(readnewsarticle).
TechGoesHomeChattanooga(TGHCHA),aninitiativeoftheEnterpriseCenter,aneconomicdevelopmentorganization,workscloselywiththeschooldistrictonthisandothereffortstosupportlow‐incomeresidentswithreduced‐costofferings.Partneringwithschools,publiclibraries,churches,nonprofits,andotherorganizations,theyalsoofferfreecoursesdesignedtohelpresidentsdevelopskillsandhabitsrequiredforsmarttechnologyandInternetuse.ParticipantsreceivefifteenhoursofclassroomtrainingtohelpthemunderstandwhytheInternetisrelevantintheirdailylives,earntheoptiontopurchaseanewChromebookforonly$50,andgetassistanceinobtainingaccesstolow‐costhomeInternet.TGHCHAismodeledafterthenational,award‐winningTechGoesHomeprogram.FoundedinBoston,TechGoes
Participants receive fifteen hours of classroom training to help them understand why the Internet is relevant in their daily lives.
Page 15Digital Equity Action Toolkit
LEADERS&INNOVATORS
Homehassuccessfullyprovidedparticipantswiththetools,educationandaccessrequiredfor21stcenturyskillsdevelopmentsince1999.
Pro/Con:▲Engageslocalprovidersindevisingdigitalequity
soluEons
▼DuraEonofofferingsuncertain
▼Researchshowsthatfewfamiliessignupforthistypeofservice
Approach5:RepurposeEduca,onalSpectrumRepurposingEducationalBroadbandService(EBS)spectrumisoneofthemostambitiousandinnovativeapproachesschooldistrictsarenowemployinginpursuingdigitalequity.OneofthelargestspectrumsFCC‐allocatedforadvancedwirelessservicesintheU.S.,theEBSbandislicensedwithindefinedgeographicserviceareas(GSAs)toeducationalinstitutions,andnonprofitentitieswitheducationalmissions.GSAforatypicalEBSlicenseextendsinacircle35milesoutfromacentralpointwithinthemarket.Bandwidthis22.5megahertz(MHz)pertypicalchannelgroup/license.TherearefiveEBSchannelgrouplicensesineachmarketareaforatotalof112.5MHzofEBSspectrumpermarketarea.Foradditionalbackgroundandtechnicalinformation,visitEBSspectrum.org.
AlbemarleCountyPublicSchools(ACPS)inVirginiaisundertakingaveryimpressiveiniEaEvetouElizeEBSforhomeconnecEvity.ACPSspans726squaremilesatthefoothillsoftheBlueRidgeMountains,includingCharloMesville,Virginia.Geographicallydiverse,itiscomprisedofurbanandruralcommuniEeswithpocketsofpovertyandlowlevelsofbothbroadbandadopEonandaccess.AccordingtotheNaEonalDigitalInclusionAlliance,broadbandisnotavailablethrougheithercableorcommercial4Gcellularserviceinthedistrict’sruralareas.
Abouttwoyearsago,CTOVincentScheivertdiscoveredthatACPSownededucaEonalbroadcastspectrum(EBS)licenses.SchooldistrictsanduniversiEessomeEmesownthese,daEngbacktowheneducaEonaltelevisionwasbroadcasttothecommunity.Theschooldistricthadleasedtheirsoutforyears.ScheivertrecognizedthatthiscouldbringcommunitybroadbandtostudentslivinginpoorcommuniEesandremoteareaswithoutacurrentbroadbandprovider.AqerregisteringthespectrumwiththeFCC,theybeganatestofconcept.First,theystartedsmallusingthe2.5Gigahertzspectrumwithmountedantennasonschoolbuildings.ThecollaboraEveeffortincludedpartnershipswithlocalpoliceandfireagencies.
Overaneight‐milearea,thepilotsuccessfullyprovidedbandwidthspeedsaveraging13Megabitspersecond(moderatelyfast)tounservedfamilies.Thiswasimportant,andyet,uncertainbecausethe2.5Gigahertzspectrum(consideredtruebroadband)doesn’ttypicallydowellindensely‐built
School districts and universities sometimes own educational broadcast spectrum, dating back to when educational television was broadcast to the community.
Page 16Digital Equity Action Toolkit
LEADERS&INNOVATORS
areas.AqertheiniEalposiEveresults,ACPSextendedtheLTEnetworktostudentslivinginlow‐to‐mediumincomeremoteareasandisworkingonaresidenEalpilotwithpublichousingagencies.
WithaddiEonalfinancialsupport,thedistrictplanstoextendthisWi‐Fi/spectrumusagetoallstudents.Theprojectcurrentlyremainsa“proofofconcept”availableonlytofamiliesincertainmostlyunderservedgeographicareas.Expandedservicewouldoccurwithina3‐5yearperiod.They’veappealedtotheFCCforawaiverallowinguseofE‐ratefundstoaddressoutside‐the‐schooldigitalequity.Thedecisionispending.
Pro/Con:
▲Leveraginganunderutilizedresource(EBSlicenses)forconsiderablegeographicreachacrossadistrict
▼Start‐upcostsmaybesignificantforsomedistrictsandrequiretechnicalsophisEcaEon
Approach6:CreateaMeshNetwork
Communitymeshnetworksofferimportantlessonsforschooldistrictsreadytoreallyinnovate,andthoseseekingahighlevelofselfdeterminaEonandsharedcommunityownershipofdigitalequitysoluEons.Therearemanydifferenttypesofnetworks.AccordingtoCommoEonWireless,communitynetworksarebuiltbyacoaliEonofcommunityanchorinsEtuEons,community‐based
organizaEons,municipalrepresentaEves,andindividualsworkingtogethertoplan,design,anddeployanetwork.OwnershipandmanagementduEesaredistributedamongthecommunity.Digitalstewardsarecommunitymembersthattakecareofthenetwork.Mosteverydaynetworkswithwhichweinteractarebasedonahubandspokemodel.Incontrast,inmeshnetworks,anypoint,or‘node’,inthenetworkcantalktoanyothernode,similartohowhumansnetwork.ReadmoreaboutthisbasicdefiniEonandhowtocreateameshnetworkintheCommoEonConstrucEonKit.
AveryexciEngefforttoleveragemeshnetworkingforout‐of‐schoolInternetaccessisunderwayinBeaufortCounty,S.C.,whereSuperintendentJeffreyMossandChiefInstrucEonalServicesOfficerDereckRhoadsareworkingwiththeircountygovernmenttocreatesuchanetwork.Theirgoalistocreateubiquitousoutside‐of‐schoolaccess.
Awirelessmeshnetwork(WMN)connectswirelessaccesspointsinstalledateachnetworkuser'slocale.Eachnetworkuserisalsoaprovider,forwardingdatatothenextnode.Theinfrastructureisdecentralizedandsimplifiedbecauseeachnodeneedonlytransmitasfarasthenext.WirelessmeshnetworkingcouldallowpeoplelivinginremoteareasandsmallbusinessesoperaEnginruralneighborhoodstoconnecttheirnetworkstogetherforaffordableInternetconnecEons.
In mesh networks, any point, or ‘node’, in the network can talk to any other node, similar to how humans network.
Page 17Digital Equity Action Toolkit
LEADERS&INNOVATORS
Toclosethehomeworkgap,BeaufortCountyisconsideringWMN,weighingcost/benefitsofeachoftheiropEons.AfinalizeddecisionforWMNinBeaufortCountyisplannedforearly2016.Thecountyeffortisconsideredaneconomicdevelopmentproject.ThecoastalcountyisaprimetouristdesEnaEonwithHiltonHead,PointRoyal,andotherbeauEfulbeachesnearby.ThecountyandschooldistrictplantoprovidefreecommunityWi‐Fi viatheWMNwhilechargingtouristsforsimilaraccess.CriEcsmaysayWMNsdistractfromprovidinghomegig‐levelaccess,butitisnonethelessyetanotheropEonforaddressingdigitalequity.
Pro/Con:▲SignificantselfdeterminaEonindevelopment
anduseofnetwork
▼Somestartupcosts
▼Doesn’tprovidehomegigabitconnecEvity
4.CaseStudies:SchoolDistrictLeaders&InnovatorsThecasestudiesbelowdetailhowcommuniEeshaveinsEtuEonalizedeffortstomakedigitalequityforout‐of‐schoollearningalasEngpriority:
◼Nashville,TN‐Government,educaEon,business,andcommunityleaderscollaborateforsuccess.◼Provo,UT‐Getngtodigitalequityinagigabitcity.
◼Revere,MA‐Anexemplarypartnershipbetweenamayorandsuperintendent.
◼Beaufort,SC‐Acommunityworkstogethertocreateameshnetwork.
◼CharloMe‐Mecklenburg,NC‐Adistrictenactsaboldinside‐andoutside‐of‐schooldigitalequitystrategy.
◼ChaManooga,TN‐AsuperfastInternetcityhelpsitslower‐incomeparentsandstudentsstayuptospeedwithskillsandservice.
▶AddiEonalcasestudies‐Furtherexplorestoriesofdigitalequitysuccess.
School districts exploring ways to build local capacity for digital equity initiatives, and wishing to deepen their knowledge, will find these entities to be a great source of support.
Page 18Digital Equity Action Toolkit
5.What’sontheHorizon?
Severalini,a,vesunderwaywithinthefederalgovernmentandthroughnon‐profitorganizaEonsholdgreatpromiseinhelpingschoolstoadvancetheirdigitalequityinterests.SchooldistrictsexploringwaystobuildlocalcapacityfordigitalequityiniEaEves,andwishingtodeepentheirknowledgeofwhatothercommuniEesacrossthecountryaredoing,willfindtheseenEEestobeagreatsourceofsupport:
BroadbandOpportunityCouncil.OnMarch23,2015,PresidentObamasignedamemorandumcreatingtheBroadbandOpportunityCouncil.Including25federalagenciesanddepartments,theCouncilwillengagewithindustryandotherstakeholderstounderstandwaystheExecutiveBranchcanbemoreresponsivetotheneedsofcommunitiesseekingbroadbandinvestment.Theywillalsoidentifyandrecommendstepstoremoveregulatorybarrierswhichundulyimpedebroadbanddeployment,adoptionorcompetition.OnSeptember21,2015,theWhiteHousereleasedareportchroniclingtheCouncil’sworktodateandincludesspecificactionitemsforeachagency.Nearly$7.5billioninfederalbroadbandnetworkinvestmentshavebeenmadeavailabletoconnectunder‐servedareas. FCCLifelineProgramModerniza,on.SupportersofincreasingbroadbandaccessforallstudentsadvocatefortheexpansionoftheFCC’sLifelineprogram,whichservesmillionsofhouseholdswithdiscountedmonthlytelephoneservice,toinclude
broadbandInternetconnecEvity.Iftheprogramchangestoallowlowincome‐familiestochoosebetweenabasicphoneandbroadbandathome,schoolsystemsshouldfamiliarizethemselveswiththisprogramtoeducateeligiblefamiliesonthebenefitsbroadbandprovidesforlearningathome.
NextCenturyCi,es.Acrossthecountry,mayorsandlocalofficialsarealreadyrecognizingtheimportanceofleveraginggigabit‐levelInternettoaMractnewbusinessesandcreatejobs,improvehealthcareandeducaEon,andconnectresidentstonewopportuniEes.NextCenturyCiEesiscommiMedtogetngmayorstotakeapledgetobeingagigabitcity.Thentheycelebratethesesuccesses,demonstraEngtheirvalue,andhelpingotherciEestorealizethefullpoweroftrulyhigh‐speed,affordable,andaccessiblebroadband.
Na,onalDigitalInclusionAlliance.TheNaEonalDigitalInclusionAllianceisaunifiedvoiceforlocaltechnologytraining,homebroadbandaccessandpublicbroadbandaccessprograms.TheyworkcollaboraEvelytocraq,idenEfyanddisseminatefinancialandoperaEonalresourcesfordigitalinclusionprogramswhileservingasabridgetopolicymakersandthegeneralpublic.
Page 19Digital Equity Action Toolkit
A good survey will begin to uncover and profile in some detail the nature of the challenges to out-of-school Internet access that your students may experience.
Appendix1:SampleOut‐of‐SchoolConnec,vitySurveyThestudentandparentsurveyitemsonthefollowingpagescanbeusedbythedistrictorattheschoolleveltogivecontexttotheso‐called‘homeworkgap’inyourcommunity.Agoodsurveywillbegintouncoverandprofileinsomedetailthenatureofthechallengestoout‐of‐schoolInternetaccessthatyourstudents,andparents/guardians,mayexperience.Minimally,asurveyshouldaddress devices,placesandspeed(seepage6).
BelowaretemplatesintendedasastarEngpoint;customizeoralterthemtosuityoursituaEon.
Forexample,ifadistricthasalreadydecidedtosendChromebookshomewithstudents,theparentsurveymightask,“IfyourchildisassignedaChromebookbyhis/herschool,whatop=onsexisttoconnectthatdevicetotheInternetusingWi‐Fiinyourhome?”
Page 20Digital Equity Action Toolkit
StudentSurvey:Whattypeoftechnologydoyouuseathome?(Checkallthatapply)
oDesktopPCoLaptopoiPadoAndroidtabletoKindleorNookoChromebookoSmartphoneoNoneoOther(pleasespecify)
HowdoyouaccesstheInternetathome?oBroadband(throughacablecompanyhotspot)oDSL(throughthephonecompany)oDial‐Up(mustconnectviaphonedial)oCellularserviceoNoInternetaccess
Areyouabletoaccessandoruseyourdevicetodoschoolwork?
oIcan’tusemydeviceathomeoLimitedaccess1‐2hoursoMediumaccess3‐4hoursoUnlimitedaccess
Whatschoolrelatedac,vi,esdoyoudoonyourdevice?
oReadingoWriEngoMathoProjects/PresentaEonsoResearchoOther(Pleasespecify)
Overall,howcomfortableareyouusingyourdeviceforschoolwork?
oNotatallcomfortableoNotverycomfortableoSomewhatcomfortableoVeryComfortable
Whatotherac,vi,esdoyouuseyourdevicefor?
oSocialMedia(e.g.,TwiMer,Instagram,Snapchat,etc.)oGamesoMusicoMoviesoDigitalArtoMedia(e.g.,onlinemagazines,TVshows,etc.)oOther(Pleasespecify)
(studentsurveycon=nuednextpage)
Page 21Digital Equity Action Toolkit
(studentsurveycon=nued)
DoyouusetheInternettocompleteyourschoolworkoutsideofschool?
oNeveroSomeEmesoOqenoAlways
Howmanyothermembersofthehouseholdsharethedeviceyouprimarilyuseforschoolwork?
o1o2o3o4o5+
Doyouuseyourpersonaldevicewhileatschool?
oYesoNo
WhatotherplacesinyourcommunitydoyouusetoaccesstheInternet?
oLibraryoCommercialBusiness(e.g.,coffeeshop,restaurants,etc.)oAFriend’sHouseoAFamilyMember’sHouseoPlaceofWorshipoOther(PleaseSpecify)
Whatistheconnec,onspeedthatyouneed,toengageinanywhere,any,melearning?
oModerate.Enoughtogetonline,checkin,andcomfortablybrowsetheweb.oFast.Enoughtosmoothlystreamvideo,quicklydownloadlargefiles,etc.oLightningspeeds.FastestpossibleconnecEonforallsortsofprojects.
Doyouhaveaccesstothisconnec,onspeedinyourhome?
oYesoNooMostoftheEme,butnotalwaysoSomeEmes,butnotenoughoOthersituaEon(explain)
Doyouhaveaccesstothisconnec,onspeedinotherplacesinthecommunitywhereyoudoschoolwork?
oYesoNooMostoftheEme,butnotalwaysoSomeEmes,butnotenoughoOthersituaEon(explain)
Page 22Digital Equity Action Toolkit
ParentSurvey:Whattypeoftechnologydoyouuseathome?
oDesktopPCoLaptopoiPadoAndroidtabletoKindleoChromebookoOther(pleasespecify)
Howmanydevicesarebeingusedinthehousehold?
o1o2o3o4o5+
HowdoyouaccesstheInternetathome?oBroadband(viacablevendorhotspot)oDSL(throughphonecompany)oDial‐Up(mustconnectviaphonedial)oCellularserviceoNoInternetaccess
Howohendoyouuseyourhomedeviceforpersonaluse(e.g.,business,billpay,etc.)?
oGenerallydon’tusecomputerathomeoLimitedaccess1‐2hoursoMediumaccess3‐4hoursoUnlimitedaccess
Overall,howcomfortableareyouusingyourhomedevice?
oNotatallcomfortableoNotverycomfortableoSomewhatcomfortableoVeryComfortable
Howmanyothermembersofthehouseholdsharethedevice(s)?
o1o2o3o4o5+
Ifyouhaveasmartphoneormobilebroadbandmodem,whoisyourServiceProviderfortheDataPlan?
oAT&ToVerizonoSprintoT‐MobileoKajeetoUSCellularoOther(pleasespecify)
Wouldyoubewillingtoallowyourchildtousepersonaldeviceinschoolifitwerepartofthecurriculum?
oYes(pleaseexplain)oNo(pleaseexplain)
(parentsurveycon=nuednextpage)
Page 23Digital Equity Action Toolkit
(parentsurveycon=nued)
Whatistheconnec,onspeedthatyouneedforyourchildtostayconnectedtolearningandschool,andforyoutostayconnectedtotheirschool?
oModerate.Enoughtogetonline,checkin,andcomfortablybrowsetheweb.oFast.Enoughtosmoothlystreamvideo,quicklydownloadlargefiles,etc.oLightningspeeds.FastestpossibleconnecEonforallsortsofprojectsandacEviEes.
Doyouhaveaccesstothisconnec,onspeedinyourhome?
oYesoNooMostoftheEme,butnotalwaysoSomeEmes,butnotenoughoOthersituaEon(explain)
Doyouoryourchildhaveaccesstothisconnec,onspeedinotherplacesinthecommunitywhereyougoorwhereyourchilddoesschoolwork?
oYesoNooMostoftheEme,butnotalwaysoSomeEmes,butnotenoughoOthersituaEon(explain)
Page 24Digital Equity Action Toolkit
Page 25Digital Equity Action Toolkit
Appendix2:Research&ResourcesResearchandresourcesbyFridayInsEtute.
DigitalEquity
Warschauer,M.,&Matuchniak,T.(2010).Newtechnologyanddigitalworlds:Analyzingevidenceofequityinaccess,use,andoutcomes.ReviewofResearchinEducation,34(1),179‐225.
Gorski,P.C.(2009).Insistingondigitalequityreframingthedominantdiscourseonmulticulturaleducationandtechnology.UrbanEducation,44(3),348‐364.
Becker,J.D.(2007).Digitalequityineducation:AMultilevelexaminationofdifferencesinandrelationshipsbetweencomputeraccess,computeruseandstate‐leveltechnologypolicies.Educationpolicyanalysisarchives,15,3.
Warschauer,M.,Knobel,M.,&Stone,L.(2004).Technologyandequityinschooling:Deconstructingthedigitaldivide.EducationalPolicy,18(4),562‐588.
Judge,S.,Puckett,K.,&Cabuk,B.(2004).DigitalEquity:NewFindingsfromtheEarlyChildhoodLongitudinalStudy*.JournalofResearchonTechnologyinEducation,36(4),383‐396.
Solomon,G.(2002).DigitalEquity:It'sNotJustaboutAccessAnymore.Technology&Learning,22(9).
DigitalLiteracy
Hohlfeld,T.N.,Ritzhaupt,A.D.,Barron,A.E.,&Kemker,K.(2008).ExaminingthedigitaldivideinK‐12publicschools:Four‐yeartrendsforsupporEngICTliteracyinFlorida.Computers&Educa=on,51(4),1648‐1663.
Resta,P.,&Laferrière,T.(2008).Issuesandchallengesrelatedtodigitalequity.InInterna=onalhandbookofinforma=ontechnologyinprimaryandsecondaryeduca=on(pp.765‐778).SpringerUS.
Gorski,P.(2005).EducaEonequityandthedigitaldivide.AACEJournal,13(1),3‐45.Warschauer,M.(2004).Technologyandsocialinclusion:Rethinkingthedigitaldivide.MITpress.
CommunityEngagement
VanDijk,J.A.(2006).Digitaldivideresearch,achievementsandshortcomings.Poe=cs,34(4),221‐235.
Warschauer,M.(2002).Reconceptualizingthedigitaldivide.Firstmonday,7(7).Norris,P.(2001).Digitaldivide:Civicengagement,informa=onpoverty,andtheInternetworldwide.CambridgeUniversityPress.
HargiMai,E.(2001).Second‐LevelDigitalDivide:MappingDifferencesinPeople'sOnlineSkills.arXivpreprintcs/0109068.
Page 26Digital Equity Action Toolkit
DigitalInclusion
Jaeger,P.T.,Bertot,J.C.,Thompson,K.M.,Katz,S.M.,&DeCoster,E.J.(2012).TheintersecEonofpublicpolicyandpublicaccess:Digitaldivides,digitalliteracy,digitalinclusion,andpubliclibraries.Publiclibraryquarterly,31(1),1‐20.
Salinas,A.,&Sánchez,J.(2009).DigitalinclusioninChile:Internetinruralschools.Interna=onalJournalofEduca=onalDevelopment,29(6),573‐582.Livingstone,S.,&Helsper,E.(2007).GradaEonsindigitalinclusion:children,youngpeopleandthedigitaldivide.Newmedia&society,9(4),671‐696.
Selwyn,N.,&Facer,K.(2007).Beyondthedigitaldivide:Rethinkingdigitalinclusionforthe21stcentury.
PinkeM,R.D.(2000,April).Bridgingthedigitaldivide:SocioculturalconstrucEonismandanasset‐basedapproachtocommunitytechnologyandcommunitybuilding.In81stAnnualMee=ngoftheAmericanEduca=onalResearchAssocia=on(AERA),NewOrleans,LA(pp.24‐28).
AcknowledgementsWethankFoundingSponsorsKajeet,Dell,Qualcomm,andGoogleFiberforthesupportthatmadethisiniEaEvepossible.
AnneSchwiegerdidtheiniEalworkonthetoolkit.VictorRiveroprovidedediEnganddesignforthedocument.
ManyindividualshavemadethisimportantworkonDigitalEquitybyCoSNpossible.CoSNgratefullyacknowledgesthefollowingindividualsfortheirmanycontribuEonstomakingthisiniEaEveasuccess:
AnnCoulter,CoulterConsulEngSusanCrawford,Professor,HarvardLawSchoolPaulDakin,RetiredSuperintendent,ReverePublicSchools,MAChrisDede,Professor,HarvardGraduateSchoolofEducationDianeW.Doersch,ChiefTechnology&InformaEonOfficer,GreenBayAreaPublicSchools,WIMichaelFlood,VPStrategy,KajeetAdamGarry,Director,EducaEonStrategy,DellLauraHansen,DirectorofInformationManagementandDecisionSupport,MetropolitanNashvillePublicSchoolsKenHays,President&CEO,EnterpriseCenter,ChaManooga,TN
Page 26Digital Equity Action Toolkit
JohnHorrigan,SeniorResearcher,PewResearchCenterDeborahKarcher,CIO,Miami‐DadeSchoolDistrict,FLCrosbyKemper,Librarian,KansasCityPublicLibrary,MOEricKlopfer,Professor,MITZachLeverenz,CEO,EveryoneOnDeniseLim,formerPolicyResearcher,HarvardKennedySchoolPamLloyd,VicePresident,GCIKellyMcCarthy,TechGoesHomeChaManooga,EnterpriseCenter,TNVickiMealer‐Burke,VicePresident,Education,QualcommAndrewMoore,CIO,BoulderValleySchoolDistrict,COJeffreyMoss,Superintendent,BeaufortCountySchoolDistrict,SDLoriQuillen,ProgramOfficer,BenwoodFoundaEonJohnPhillips,ManagingDirector,Strategy‐GlobalEducaEon,State&LocalGovernmentPracEce,DellKeriRandolph,VP,Learning&DirectoroftheSTEMInnovaEonHubforPublicEducaEonFoundaEon,TNDereckRhoads,ChiefInstrucEonalServicesOfficer,BeaufortCountySchoolDistrict,SDKeithC.Rilel,Superintendent,ProvoCitySchoolDistrict,UTDanRizzo,Mayor,Revere,MA
JessicaRosenworcel,Commissioner,FederalCommunicaEonsCommissionAnneSchwieger,Consultant,MAVincentScheivert,CTO,AlbemarleCountyPublicSchools,VAAngelaSiefer,Director,NationalDigitalInclusionAllianceSteveSmith,CIO,CambridgePublicSchools,MADebSocia,ExecuEveDirector,NextCenturyCiEesEricaSwanson,Head,CommunityImpactPrograms,GoogleFiberValerieTruesdale,ChiefofTechnology,PersonalizaEonandEngagement,CharloMe‐MecklenburgSchools,NCDevinVodicka,Superintendent,VistaUnifiedSchool District,CAAlissonWalsh,CommunicaEons,OutreachManager,MobileBeaconJohnWindhausen,ExecuEveDirector,Schools,Health,LibrariesBroadbandCoaliEon
Copyright ©2016 Consortium for School Networking. All rights reserved.
CoSN (Consortium for School Networking)1025 Vermont Avenue, NW, Suite 1010Washington, DC [email protected] www.cosn.org