Access to technology in education is more critical than ever, but a significant gap persists that leaves many students without the tools necessary for academic success. This disparity, often called the “educational digital divide,” has far-reaching implications, not only affecting individual students but also contributing to broader social inequalities. The COVID-19 pandemic has highlighted these issues, making distance learning a necessity and clearly revealing disparities in access to technology. This article explores the persistent educational digital divide in the United States, its impacts, and the urgent need for comprehensive solutions.
A recent study by Dr. Paul Cleary of the University of Massachusetts-Boston and Dr. Glenn Pierce of Northeastern University, published in PLOS ONE, highlights the persistent digital divide in the United States and its profound implications for social inequality. .
Research reveals stark disparities in access to educational technology among school-aged children. Surprisingly, the team found that a significant portion, more than a quarter (28%) of the children, reported not using the Internet either at school or at home, while another sizable segment used the Internet at home but not at school. This division is influenced by several demographic factors, such as household income, educational level, and geographic location, as well as the availability of computing and Internet resources at home. “It is clear that if the critical educational technology and resources needed to achieve academic success are not available at home, they must be provided in schools,” the authors emphasized, highlighting a critical need for policy intervention.
Pierce and Cleary's study also examines the broader societal impacts of this digital divide. They argue that without equitable access to educational technology, the social benefits of increasing digital integration, such as improved educational outcomes and economic opportunities, cannot be fully realized. Research indicates that lack of access to digital tools hinders not only academic performance but also the long-term economic competitiveness of individuals and communities.
Significantly, the findings also address the challenges posed by the COVID-19 pandemic, which exacerbated existing inequalities. The shift to online learning highlighted disparities in access to technology, with those without resources at a clear disadvantage. The researchers found that children from households with lower income levels and parents with less education were less likely to have access to computers and the Internet, thus widening the achievement gap.
The study employs a value chain approach to understand the implications of this digital divide. According to this approach, initial access to computers and the Internet is a crucial link in the educational technology value chain, affecting later stages such as the delivery of educational content and academic performance. The authors suggest that addressing this initial gap could significantly improve educational outcomes and reduce inequality.
The authors conclude that substantial policy efforts are needed to close this gap. “Committing to increasing educational technology resources in schools will have multiple social benefits in the future,” they argue, calling for a coordinated approach involving government, educational institutions and the private sector. This includes not only providing access to technology, but also ensuring that students have the skills and support necessary to use these tools effectively.
In summary, Dr. Pierce and Dr. Cleary's study provides a comprehensive analysis of the persistent educational digital divide in the United States. It highlights the urgent need for policy interventions to ensure equitable access to technology, thereby enabling all students to reach their full potential and contributing to a more equitable society. Addressing this gap is not only critical for individual academic success but also for the long-term socioeconomic development of communities. By closing this gap, we can foster a more inclusive and competitive workforce, support innovation, and improve overall social well-being. The findings underscore that investing in educational technology is an investment for the future, with far-reaching benefits that extend beyond the classroom.
Magazine reference
Pierce, G.L., & Cleary, P.F. (2024). “The persistent educational digital divide and its impact on social inequality.” MORE ONE, 19(4), e0286795. DOI: https://doi.org/10.1371/journal.pone.0286795
About the authors
Glenn L. PiercePh.D., is a senior research scientist in the School of Criminology and Criminal Justice and was previously director of the Institute for Public Safety and Policy and senior research scientist in the School of Criminology and Criminal Justice at Northeastern University. At Northeastern, he also served as Director of Strategic Planning and Research for Information Services, Director of Academic Computing, and Director of the Center for Applied Social Research. Dr. Pierce has conducted research on a wide range of social and economic issues and has obtained funding for his research from a variety of agencies, including the National Institute of Justice, the National Institute of Mental Health, the Bureau of Alcohol, Tobacco , Firearms and Explosives, the National Science Foundation and the Department of Homeland Security. His most recent research has focused on gun violence, the counterproliferation of dual-use technologies and weapons of mass destruction, criminal justice information and intelligence systems, and intergroup conflict. As Director of Academic Computing, he helped lead the implementation of Northeastern University's institution-wide computing network, developed centralized computing support services, and delivered software applications and other network services.
Paul F. Cleary He earned his PhD from Northeastern University in Boston. He has more than 30 years of research experience in applied economics and economic development, both at the state and federal government levels. He was previously a senior fellow at Northeastern University's Public Policy and Security Institute and a senior program and research analyst at the U.S. Department of Labor. He was Director of Occupational Analysis for the US Department of Labor programs in Boston. His background includes both applied and academic experiences, reflecting an interdisciplinary approach in applied economics and business systems and operations. He is also co-author of numerous articles on social and economic issues published in these areas. He currently teaches at Boston University and the University of Massachusetts and has over 30 years of teaching experience that reflects an interdisciplinary perspective. He regularly teaches mathematics, statistics, decision making, business operations, business analysis, and economic policy at both the undergraduate and graduate levels. His research interests include systems analysis, business analysis, telecommunications, economic development, and the interrelationship between AI and human interaction in decision making.
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