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ERIC Number: EJ1192122
Record Type: Journal
Publication Date: 2018-Sep
Pages: 3
Abstractor: ERIC
ISSN: ISSN-2153-1900
When Did 'Sage on the Stage' Become 'Weaned to the Screen'?: Instructional Implications of the "New" Digital Divide
Strawser, Michael G.; Apostel, Shawn
Journal of Faculty Development, v32 n3 p55-57 Sep 2018
When Pew Research center began tracking the internet usage of Americans in 2000, almost half of all American adults were online. Today, that number has grown exponentially as around 90% of American adults use the Internet. In the past, the "digital divide" focused, almost exclusively, on inequality of access. The divide referred to the gap between students who had Internet access and devices at school or home and those who did not. Like the "original" digital divide, the new digital divide (otherwise known as the digital use divide), has become fodder for pedagogical debate. Access remains a problem, but there are other challenges including, inequality of use. The digital use divide separates students who use technology in transformative ways from those who simply use the tools aimlessly. The use divide does not discriminate, it is present in formal or informal learning settings and across all poverty levels. The authors argue that now is not the time for timid technology use and implementation. They believe a purposeful technology integration is integral to 21st century higher education. Additionally, they advocate for equitable and student-centered device ownership, platform use, and privacy.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A