1. What is the Digital Divide and Digital Inequality?
Kappa Group Task Force (2012)
Bennett, Finafrock, Gardner, Robinson & Sarver
Boise State University – EDTECH 501 – Summer Kappa Group – Bennett, Finafrock, Gardner, Robinson, & Sarver

2. What is the Digital Divide? What is Digital Inequality?
The “Digital Divide” quantifies the differences in the actual physical access to technology (devices, Internet access, etc.)
What is Digital Inequality?
“Digital Inequality” has more to do with the user and the web’s impact on that user than it does on access. Please read the following paper by DiMaggio, Hargittai, Celeste, & Shafer (2004) as it speaks to digital inequality and more specifically on how motivation and autonomy play significant roles in the success of people using technology even if it is available.
Our group were members of a Digital Inequality Task Force hired by the Idaho Superintendent of Public Instruction. She has been given a special allocation of $50M to address digital inequalities in the state, and she wants the Task Force to consider 7 options. We will address each option as we move through the presentation.
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

3. How many libraries in the state? Idaho - 154 public libraries
Install computers in all public libraries in the state and expand the hours when the computers are available.
How many libraries in the state? Idaho public libraries
Cost: The computers to be installed will be HP 20” inch ALL IN ONE Computers with 4GB Memory and  1TB Hard drive. The computers will cost $ each (Quote from Best Buy).
Benefits: Increase of Computer usage throughout the state. Having more computers available in the libraries would decrease the wait time for each person.
Drawbacks: By increasing the number of the computers and number of hours in the public libraries, would have the following drawbacks:
    1. Increase of staffing.
    2. Increase of network load on servers.
    3. Purchase more servers.
    4. Increase cost of maintaining the computers.
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

4. 2. Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.
Cost: Requires Library Tech (LT) or Computer Support Specialist (CST) to monitor sessions. Average wage for an LT is $12.02 per hour and $18.91 for a CST. For this scenario, we will use the LT salary for cost-effectiveness (Idaho Department of Labor, 2011a).
Nights: Library hours should be from 3:00 PM (after school) to 9:00 PM (6 hours). Cost is $72.12 per weeknight or $ per week x 36 weeks (school session) = $12,981.60
Weekends: Libraries will be open from 9:00 AM – 7:00 PM to accommodate weekend workers. This is an additional 10 hours of service each day which equals $ or $ per weekend multiplied by 52 weeks totals $12,
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

5. Summer: School libraries will be open during the week from 9:00 AM – 9:00 PM which is 12 hours or $ per day and $ per week totaling $11, This totals $37, per high school multiplied by 180 high schools in Idaho which equals $6,663, (Education Bug, 2012).
Benefits: This option would leave us with enough money to staff two people at each school and still have money leftover to purchase/repair computers in schools and possible combine some of the other options with this one.
Drawbacks: Security and safety could become a concern. Maybe we could use some surplus money to have a security guard on duty at each high school. In addition, we would also have to pay custodians to clean the space and pay to cool/heat the school when children were not in attendance.
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

6. Drawbacks: expenditures possibly preclude others.
3. Provide individuals in disadvantaged communities with computers. s
Facts: In Idaho, 81,961 households are below the poverty level or 2.63 persons per household. Providing a computer to each of these people costs approximately $150 per household and totals $12,294,183 (Comcast, 2012). s
Benefits: a). Combined with connectivity, education programs & wireless establishment, families in need are able to have broadband and computer at home for $10 per month. Since research shows that 40% of adults living in poverty use only cell phones, and a high percentage of youth too, would afford both users to take advantage of mobile computing without incurring the cost of 3G or 4G networks. b). By getting computers and broadband into homes, school age children, who are learning digital literacies at school will not only be able to practice them at home but they can also teach their parents.  Involving parents in the solution is key to solving the poverty/inequity problem.
Drawbacks:  expenditures possibly preclude others.
Provide individuals in disadvantaged communities with computers.
81,961 households are at or  below the poverty level.  
Computers via Comcast = $150 per household
Total cost =  $12,294,183
Could be one component of integrated solution.
To provide a computer to each of these individuals at approximately $150 per household (Comcast’s figures for  the “Internet Essentials”), would cost $12,294,183.
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

7. 4. Provide high-speed Internet and mobile access for all state residents.
Facts: Idaho is a leader in this area as this is already being implemented through the IRON Network (IN). With that being said, it would cost Idaho $200 million to bring one fiber-optic endpoints to all 99 Idaho counties, Iowa’s three state universities, Iowa Public Television and the state Capitol Complex our budget would be insufficient for advancing such an initiative (Boshart, 2011).
We will rely upon the IN and the grants that the agency is pursuing to provide the statewide broadband network that will provide all state residents with access. However, the state would be advised to build on IN’s efforts and the state’s increasingly robust statewide broadband network, and follow the example of the District of Columbia, which has advanced an integrated strategy to bridge the digital divide that includes sponsoring free Internet access and free digital literacy educational services (District of Columbia, 2010).
Current broadband access issues addressed through Idaho’s Idaho’s IRON Network.
1) Build upon infrastructure & sponsor free Wi-Fi hotspots at various public spaces
Cost:  $302,000 investment to turn 604 K-12 schools, public libraries and senior centers into free wireless hotspots (along with after hours and staffing where relevant).  
For an integrated approach like DC’s, combine with additional investments in:
2) low-cost (state-subsidized) mobile hardware for families in need,
3) education about the benefits of the internet and digital literacies for the same, and
4) additional staffing of hotspot locations (as necessary)
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

8. Recommendation:
Build upon existing infrastructure and sponsor free Wi-Fi hotspots at various public spaces.
Cost: $302,000 investment to turn 604 K-12 schools, public libraries and senior centers into free wireless hotspots. This includes after hours operation and staffing.
Combine with investment in free hardware for families in need and free education to provide access to, and explain benefits of, the Internet (Modeled after the DC plan).
Combine above investment with the following areas:
a). Low-cost (state-subsidized) mobile hardware for families in need.
b). Education about benefits of Internet and digital literacies.
c). Additional staffing of hotspot locations (as necessary).
Current broadband access issues addressed through Idaho’s Idaho’s IRON Network.
1) Build upon infrastructure & sponsor free Wi-Fi hotspots at various public spaces
Cost:  $302,000 investment to turn 604 K-12 schools, public libraries and senior centers into free wireless hotspots (along with after hours and staffing where relevant).  
For an integrated approach like DC’s, combine with additional investments in:
2) low-cost (state-subsidized) mobile hardware for families in need,
3) education about the benefits of the internet and digital literacies for the same, and
4) additional staffing of hotspot locations (as necessary)
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

9. 5. Subsidize Internet Service Providers to provide low-cost Internet to all state residents.
Fact: The problem is access. In Idaho, they are already working on this problem through the IRON network. Low-cost internet is already offered to families in need by Comcast in their “Internet Essentials” program. That said, there are not enough funds in our current budget ($50 M) to provide subsidies for all state residents (over $300 M).
Conclusion: Therefore, targeting households at the poverty level would be the only way to go. In Idaho, there are 16.6 M households in poverty. The state could pay $1 per month for a little over 2 months of these household’s subscriptions to the Comcast plan, with our current budget. This information reveals that this is an untenable option for us because it doesn’t account for the hardware and software required. Apparently, Idaho consumers can get a computer for only $146 with the Comcast plan. As stated, that low cost item could not be absorbed by the Kappa Group plan as our current budget is only $50M. Our conclusion is that Internet access without adequate software, hardware, and training makes no sense as this is an equally important issue.
Subsidize Internet Service Providers to provide low-cost Internet to all state residents.
·       Current access problem addressed through Idaho’s IRON network
·       Low-cost internet currently offered $10 per household
·       Budget insufficient, even if only households in need targeted
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

10. 6. Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.
Rationale/Benefits: Our world – not just business but education, entertainment, and social networking – has become so dependent on computers and technology that providing free or low cost education on basic technology literacy ensures that we are not excluding significant sectors of the population. People with basic computer skills not only have better access to jobs but they are able to take advantage of goods and services only offered via computer. Many states have already developed free and low-cost classes to help people learn the basic computer skills they would need to lessen digital inequality. Many such programs have been funded by grants specifically targeted towards increasing computer literacy. These are just a few of the programs available for community members to either go to a library for free classes or access them online:
Tech Soup - Free Public Technology Training Materials
GCS Learn Free.org
Computer Technology and Digital Literacy
Technology Literacy Collaborative
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

11. Cost: Since there is already a wealth of free material available, the cost to a community would be those associated with hiring and training additional staff to help people accessing the material at a public library or learning center. According to the Idaho Department of Labor’s Occupational Employment & Wage Release 2011, Library Technicians’ wages average $12.02/hour and Librarians’ wages average $19.29/hour (Idaho Department of Labor, 2011a).
Alternative Resources:  In the summer of 2011, the Idaho library system invited teenagers in to help people navigate the web. Because of this action, (30) students now act as “digital literacy coaches” and are paid from the Idaho Department of Labor Workforce Investment Act funds and a federal Broadband Technology Opportunities Program grant (Idaho Department of Labor, 2011b).
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

12. 7. Develop free online educational content, giving first priority to content most relevant to lower socio-economic groups before content that is relevant to the rest of the public.
Rationale/Benefits: The basic literacy courses addressed in goal #6 are designed to help people understand the basics of how to use a computer along with introductions to some widely used programs (i.e. word processors, spread sheets) and navigate the Internet. The educational content addressed here differs in that these programs focus on helping people foster higher-level skills so as to become more comfortable with the complicated online world.
Cost: The largest obstacle in developing custom programs from scratch is cost, and especially for more rural areas where funds are limited. According to the Idaho Department of Labor’s Occupational Employment & Wage Release, Software Developers & Engineers’ wages average $33-$36 per hour. With a 50M program budget, it is apparent that paying for a custom software solution to the problem is not financially feasible (Idaho Department of Labor, 2011a).
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

13. Kappa Group voting revealed the following results and explanation:
RANKINGS & RATIONALE
Kappa Group voting revealed the following results and explanation:
#1. (1) Install computers in all public libraries in the state and expand the hours when the computers are available. Reasoning: This option gives everyone equal opportunity to the technology and also provides library support for use.
#2. (2) Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.
Reasoning: This option was a very close second, the benefits are similar to option number one in that having access in public schools would be convenient for everyone; however we were a little concerned with safety since our schools would literally be open to all of the public.
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

14. RANKINGS & RATIONALE
3. (6) Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.
Reasoning: This option ranked so high due to technologies impact on our society. As we discussed earlier "digital inequality" also speaks to the users ability to use available technology. This option would be strongest when paired with one of the previously mentioned options.
#4. (4) Provide high-speed Internet and mobile access for all state residents. Reasoning: This option ranked in the middle for good cause. It certainly addresses the availability of technology but not the ability to use it.
#5. (3) Provide individuals in disadvantaged communities with computers. Reasoning: This option is similar to the last one in that it also addresses availability but not the ability to use it. We were also concerned about people not appreciating or taking care of what they get for free.
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

15. RANKINGS & RATIONALE
#6. (5) Subsidize Internet Service Providers to provide low-cost Internet to all state residents. Reasoning: This option is a great idea; however, there was not enough funds in our budget to provide subsidies for all state residents.
#7. (7) Develop free online educational content, giving first priority to content most relevant to lower socio-economic groups before content that is relevant to the rest of the public.
This option was similar to option 6 which we ranked third; however, it addresses the more detailed aspects of online tools, which is beyond our current goals. It would be expensive and does not address availability whatsoever.
In conclusion, option #1 ranked first addressing all of our goals and option #7 ranked seventh in that it doesn't meet our criteria. Our further recommendation: Goes along with option #4 which ranked fourth...
Bill Clinton once said, "It is dangerously destabilizing to have half the world on the cutting edge of technology while the other half struggles on the bare edge of survival.“ We hope that the option we have chosen helps to bridge the gap that is occurring in the state of Idaho.
Thanks for watching
EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

16. EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver

17. EDTECH 501 – Kappa Group Task Force – Bennett, Finafrock, Gardner, Robinson, & Sarver