Access in the Information Age: Community Colleges Bridging the Digital Divide

Alfredo G. de los Santos Jr. Alfredo G. de los Santos Jr. & &

Gerardo E. de los SantosGerardo E. de los Santos

National Science Foundation SymposiumNational Science Foundation SymposiumEstrella Mountain Community CollegeEstrella Mountain Community College

April 27-28, 2001April 27-28, 2001

Alfredo G. de los Santos Jr. Alfredo G. de los Santos Jr. & &

Gerardo E. de los SantosGerardo E. de los Santos

National Science Foundation SymposiumNational Science Foundation SymposiumEstrella Mountain Community CollegeEstrella Mountain Community College

April 27-28, 2001April 27-28, 2001

Access in the Information Age: Community Colleges Bridging

the Digital Divide

Access in the Information Age: Community Colleges Bridging

the Digital Divide

• Dramatic ChangeDramatic Change

• Digital DivideDigital Divide

• Digging InDigging In

• Dedication to EducationDedication to Education





OverviewOverviewOverviewOverview

Nielsen/Net Ratings; NewsweekNielsen/Net Ratings; Newsweek

•Web from 377 million users to 1 billion users by 2005•Internet traffic doubles every 100 days•Average surfer spends 9 hours per week on 10 sites •1.2 Billion Web pages (doubles each year – 38 pages a second)•AOL Web sites have more than 35 million unique visitors per week

•760 Million messages daily (2x the USPS)

•Web from 377 million users to 1 billion users by 2005•Internet traffic doubles every 100 days•Average surfer spends 9 hours per week on 10 sites •1.2 Billion Web pages (doubles each year – 38 pages a second)•AOL Web sites have more than 35 million unique visitors per week

•760 Million messages daily (2x the USPS)

Dramatic ChangeDramatic ChangeDramatic ChangeDramatic Change

Newsweek; U.S. Department of Commerce; Forrester; DertouzosNewsweek; U.S. Department of Commerce; Forrester; Dertouzos

•70% of adults use a computer •91% of adults projected online by 2005•A third of “wired” adults shop online•More than ½ of Americans send an e-mail each day•Average E-mail received per year: Grow from 1,800 to 5,600 by 2005•Consumer E-Commerce $300 Billion by 2002•B-to-B E-Commerce $2.7 Trillion by 2004

•70% of adults use a computer •91% of adults projected online by 2005•A third of “wired” adults shop online•More than ½ of Americans send an e-mail each day•Average E-mail received per year: Grow from 1,800 to 5,600 by 2005•Consumer E-Commerce $300 Billion by 2002•B-to-B E-Commerce $2.7 Trillion by 2004


Dramatic Change: Dramatic Change: Characteristics of the New EconomyCharacteristics of the New Economy

Dramatic Change: Dramatic Change: Characteristics of the New EconomyCharacteristics of the New Economy

1.1. Technology is a givenTechnology is a given2.2. Globalism is here to stayGlobalism is here to stay3.3. Knowledge builds wealthKnowledge builds wealth4.4. People are the most important raw materialPeople are the most important raw material5.5. There’s no such thing as a smooth rideThere’s no such thing as a smooth ride6.6. Competition is relentlessCompetition is relentless7.7. Alliances are the way to get things doneAlliances are the way to get things done8.8. Place still matters—but for different reasonsPlace still matters—but for different reasons

--Morrison Institute for Public Policy--Morrison Institute for Public Policy The New Economy: A Guide for AZThe New Economy: A Guide for AZ 1999 1999

1.1. Technology is a givenTechnology is a given2.2. Globalism is here to stayGlobalism is here to stay3.3. Knowledge builds wealthKnowledge builds wealth4.4. People are the most important raw materialPeople are the most important raw material5.5. There’s no such thing as a smooth rideThere’s no such thing as a smooth ride6.6. Competition is relentlessCompetition is relentless7.7. Alliances are the way to get things doneAlliances are the way to get things done8.8. Place still matters—but for different reasonsPlace still matters—but for different reasons

--Morrison Institute for Public Policy--Morrison Institute for Public Policy The New Economy: A Guide for AZThe New Economy: A Guide for AZ 1999 1999

“In the next 50 years, schools and universities will change more and more drastically than they have since they assumed their present form more than 300 years ago when they organized themselves around the printed book.”

“In the next 50 years, schools and universities will change more and more drastically than they have since they assumed their present form more than 300 years ago when they organized themselves around the printed book.”

Peter DruckerPeter Drucker

• Change in Education• Change in Education


• Change in Higher EducationChange in Higher Education– Approximately 60% of college courses use e-

mail– More than 2 of 5 college courses use Web

resources– Approximately 50-80% of students and

faculty access the Internet each day– Almost 1/3 of college courses have a Web page– Expansion of “virtual” colleges and

universities

• Change in Higher EducationChange in Higher Education– Approximately 60% of college courses use e-

mail– More than 2 of 5 college courses use Web

resources– Approximately 50-80% of students and

faculty access the Internet each day– Almost 1/3 of college courses have a Web page– Expansion of “virtual” colleges and

universities*K.C. Green, 2000*K.C. Green, 2000


• The “DotCommies” are coming!The “DotCommies” are coming!– Baby Boom Echo – 88 million strong– 77% could not live w/o their PC– 92% think technology will improve their

educational options– Video games to surpass movies– Use for entertainment, learning,

communication, shopping – View tech as an appliance – a different level

of savvy, expectation– Faculty, Administration, Staff

• The “DotCommies” are coming!The “DotCommies” are coming!– Baby Boom Echo – 88 million strong– 77% could not live w/o their PC– 92% think technology will improve their

educational options– Video games to surpass movies– Use for entertainment, learning,

communication, shopping – View tech as an appliance – a different level

of savvy, expectation– Faculty, Administration, Staff


If you have two or more e-mail addressesIf you get a nervous tick after not checking your e-mail for more than 12 hoursIf you wake up at 3 a.m. to go to the bathroom and on the way back to bed you check your e-mail If you can’t sit through an entire movie without having at least one device on your body beep or buzzIf your minister uses PowerPointIf your first thought after seeing this list is that you’d like to get a copy so you can e-mail it to a friend

. . . You May Be a DotCommie. . . You May Be a DotCommie

How Do We Define the How Do We Define the Digital Divide?Digital Divide?

How Do We Define the How Do We Define the Digital Divide?Digital Divide?

Digital DivideDigital DivideDigital DivideDigital Divide

““America’s Digital Divide is fast becoming America’s Digital Divide is fast becoming a ‘racial ravine.’ It is now one of America’s a ‘racial ravine.’ It is now one of America’s

leading economic and civil rights issues leading economic and civil rights issues and we have to take concrete steps to and we have to take concrete steps to

redress the gap between the redress the gap between the

haves and have nots.”haves and have nots.”--Department of Commerce for --Department of Commerce for

Telecommunications Telecommunications August 1999 August 1999

““America’s Digital Divide is fast becoming America’s Digital Divide is fast becoming a ‘racial ravine.’ It is now one of America’s a ‘racial ravine.’ It is now one of America’s

leading economic and civil rights issues leading economic and civil rights issues and we have to take concrete steps to and we have to take concrete steps to

redress the gap between the redress the gap between the

haves and have nots.”haves and have nots.”--Department of Commerce for --Department of Commerce for

Telecommunications Telecommunications August 1999 August 1999

““The lack of technology access and skills The lack of technology access and skills puts disadvantaged members of our puts disadvantaged members of our society increasingly at risk of becoming society increasingly at risk of becoming disenfranchised spectators of a digital disenfranchised spectators of a digital world that is passing them by, bit by bit.”world that is passing them by, bit by bit.”

----Milliron and Miles, CEO & COOMilliron and Miles, CEO & COO League for Innovation League for Innovation November/December 2000 November/December 2000

““The lack of technology access and skills The lack of technology access and skills puts disadvantaged members of our puts disadvantaged members of our society increasingly at risk of becoming society increasingly at risk of becoming disenfranchised spectators of a digital disenfranchised spectators of a digital world that is passing them by, bit by bit.”world that is passing them by, bit by bit.”

----Milliron and Miles, CEO & COOMilliron and Miles, CEO & COO League for Innovation League for Innovation November/December 2000 November/December 2000

Digital DivideDigital Divide

Access At the HeartAccess At the HeartAccess At the HeartAccess At the Heart

Telephone and Connectivity AccessTelephone and Connectivity Access Computer & Internet AccessComputer & Internet Access Training & Learning AccessTraining & Learning Access

Telephone and Connectivity AccessTelephone and Connectivity Access Computer & Internet AccessComputer & Internet Access Training & Learning AccessTraining & Learning Access

A Complex and Far A Complex and Far Reaching Issue . . .Reaching Issue . . .

A Complex and Far A Complex and Far Reaching Issue . . .Reaching Issue . . .

Economic issueEconomic issue Social issueSocial issue Equity issueEquity issue Educational issueEducational issue Workforce issueWorkforce issue Political issuePolitical issue

Economic issueEconomic issue Social issueSocial issue Equity issueEquity issue Educational issueEducational issue Workforce issueWorkforce issue Political issuePolitical issue

Percent of U.S. Households Percent of U.S. Households with a Computerwith a Computer

Percent of U.S. Households Percent of U.S. Households with a Computerwith a Computer

• By race/origin and by U.S., rural, urban, and By race/origin and by U.S., rural, urban, and central city areascentral city areas– Blacks and Hispanics have the least access to

computers in the home, particularly in rural areas

• By race/origin and by incomeBy race/origin and by income– The lower the family income, the less likely to

have a computer, particularly Blacks and Hispanics

• By race/origin and by U.S., rural, urban, and By race/origin and by U.S., rural, urban, and central city areascentral city areas– Blacks and Hispanics have the least access to

computers in the home, particularly in rural areas

• By race/origin and by incomeBy race/origin and by income– The lower the family income, the less likely to

have a computer, particularly Blacks and Hispanics

Percent of U.S. Households Percent of U.S. Households Using the InternetUsing the Internet

Percent of U.S. Households Percent of U.S. Households Using the InternetUsing the Internet

• By race/origin and by U.S., rural, urban, By race/origin and by U.S., rural, urban, and central city areasand central city areas– Blacks and Hispanics are using the Internet

significantly less at the home, particularly in rural areas

• By race/origin and by incomeBy race/origin and by income– The lower the family income, the lower

Internet use, particularly in rural areas

• By race/origin and by U.S., rural, urban, By race/origin and by U.S., rural, urban, and central city areasand central city areas– Blacks and Hispanics are using the Internet

significantly less at the home, particularly in rural areas

• By race/origin and by incomeBy race/origin and by income– The lower the family income, the lower

Internet use, particularly in rural areas

• Significant access challenges for Significant access challenges for minorities and rural areasminorities and rural areas

• Whites are 2x as likely to have Internet Whites are 2x as likely to have Internet access as Blacks and Hispanicsaccess as Blacks and Hispanics

• Household Income of $75,000 are Household Income of $75,000 are 20 times more likely to have access to 20 times more likely to have access to the Internet the Internet

• Significant access challenges for Significant access challenges for minorities and rural areasminorities and rural areas

• Whites are 2x as likely to have Internet Whites are 2x as likely to have Internet access as Blacks and Hispanicsaccess as Blacks and Hispanics

• Household Income of $75,000 are Household Income of $75,000 are 20 times more likely to have access to 20 times more likely to have access to the Internet the Internet

*Federal Computer Week, July 1999*Federal Computer Week, July 1999


• Majority minority schools lag almost Majority minority schools lag almost 20% behind the national average in 20% behind the national average in Internet connectivityInternet connectivity

• Fewer than 20% of low income schools Fewer than 20% of low income schools have a classroom with an Internet have a classroom with an Internet connectionconnection

• 17% of 17-year olds are functionally 17% of 17-year olds are functionally illiterateilliterate

• Majority minority schools lag almost Majority minority schools lag almost 20% behind the national average in 20% behind the national average in Internet connectivityInternet connectivity

• Fewer than 20% of low income schools Fewer than 20% of low income schools have a classroom with an Internet have a classroom with an Internet connectionconnection

• 17% of 17-year olds are functionally 17% of 17-year olds are functionally illiterateilliterate

*NCES*NCES


Current and Future Demographic Current and Future Demographic Shifts Indicate a Significant Shifts Indicate a Significant

Increase in Community Increase in Community College EnrollmentsCollege Enrollments

Current and Future Demographic Current and Future Demographic Shifts Indicate a Significant Shifts Indicate a Significant

Increase in Community Increase in Community College EnrollmentsCollege Enrollments

Knocking On the Open DoorKnocking On the Open DoorKnocking On the Open DoorKnocking On the Open Door

Percent Growth of High School Percent Growth of High School Graduates between 1996-2012Graduates between 1996-2012

Percent Growth of High School Percent Growth of High School Graduates between 1996-2012Graduates between 1996-2012

• African Americans = African Americans = 23.9 % 23.9 %

• Native American = Native American = 75.1%75.1%

• Asian Pacific Islander =Asian Pacific Islander = 93.2%93.2%

• Hispanic =Hispanic = 137%137%

• White Non Hispanic =White Non Hispanic = (12.5%)(12.5%)

• African Americans = African Americans = 23.9 % 23.9 %

• Native American = Native American = 75.1%75.1%

• Asian Pacific Islander =Asian Pacific Islander = 93.2%93.2%

• Hispanic =Hispanic = 137%137%

• White Non Hispanic =White Non Hispanic = (12.5%)(12.5%)

1. 1. Community colleges should review Community colleges should review the curriculum and pedagogies the curriculum and pedagogies used in the classroom to ensure used in the classroom to ensure that all students develop that all students develop technology literacy and the ability technology literacy and the ability to adapt quickly to changeto adapt quickly to change

1. 1. Community colleges should review Community colleges should review the curriculum and pedagogies the curriculum and pedagogies used in the classroom to ensure used in the classroom to ensure that all students develop that all students develop technology literacy and the ability technology literacy and the ability to adapt quickly to changeto adapt quickly to change

Digging InDigging In

2. Community colleges should 2. Community colleges should develop strategic plans to develop strategic plans to enhance and continuously enhance and continuously improve the issue of technology in improve the issue of technology in learning and teaching processeslearning and teaching processes

2. Community colleges should 2. Community colleges should develop strategic plans to develop strategic plans to enhance and continuously enhance and continuously improve the issue of technology in improve the issue of technology in learning and teaching processeslearning and teaching processes


3. 3. Community colleges should Community colleges should provide opportunities for all provide opportunities for all members of the faculty and staff to members of the faculty and staff to use computers, the Internet, and use computers, the Internet, and other emerging technologiesother emerging technologies

3. 3. Community colleges should Community colleges should provide opportunities for all provide opportunities for all members of the faculty and staff to members of the faculty and staff to use computers, the Internet, and use computers, the Internet, and other emerging technologiesother emerging technologies


4. Community Colleges should seek 4. Community Colleges should seek relationships with technology relationships with technology partners in their local business partners in their local business communities who will directly and communities who will directly and indirectly benefit from indirectly benefit from technologically literate employee technologically literate employee prospectsprospects

4. Community Colleges should seek 4. Community Colleges should seek relationships with technology relationships with technology partners in their local business partners in their local business communities who will directly and communities who will directly and indirectly benefit from indirectly benefit from technologically literate employee technologically literate employee prospectsprospects


5. Community Colleges should 5. Community Colleges should facilitate explorations of how the facilitate explorations of how the issues of growing minority issues of growing minority enrollments, limited access to enrollments, limited access to technology, and increasing technology, and increasing requirements for technology and requirements for technology and change savvy will likely impact them change savvy will likely impact them in the futurein the future

5. Community Colleges should 5. Community Colleges should facilitate explorations of how the facilitate explorations of how the issues of growing minority issues of growing minority enrollments, limited access to enrollments, limited access to technology, and increasing technology, and increasing requirements for technology and requirements for technology and change savvy will likely impact them change savvy will likely impact them in the futurein the future


6. Community Colleges should 6. Community Colleges should strengthen their occupational and strengthen their occupational and other short-cycle offerings to other short-cycle offerings to continue to prepare their growing continue to prepare their growing number of information technology number of information technology workers needed in the new workers needed in the new economyeconomy

6. Community Colleges should 6. Community Colleges should strengthen their occupational and strengthen their occupational and other short-cycle offerings to other short-cycle offerings to continue to prepare their growing continue to prepare their growing number of information technology number of information technology workers needed in the new workers needed in the new economyeconomy


7. Community Colleges should 7. Community Colleges should create venues, on their own or create venues, on their own or with partners, where all students with partners, where all students can access computers and the can access computers and the Internet on and off campus.Internet on and off campus.

7. Community Colleges should 7. Community Colleges should create venues, on their own or create venues, on their own or with partners, where all students with partners, where all students can access computers and the can access computers and the Internet on and off campus.Internet on and off campus.


8. Community Colleges should work 8. Community Colleges should work with K-12 school systems to with K-12 school systems to facilitate the professional facilitate the professional development of teachers in the use development of teachers in the use of technology in learning and of technology in learning and teaching processesteaching processes

8. Community Colleges should work 8. Community Colleges should work with K-12 school systems to with K-12 school systems to facilitate the professional facilitate the professional development of teachers in the use development of teachers in the use of technology in learning and of technology in learning and teaching processesteaching processes


Dedication to Education: Dedication to Education: Learning Beyond TechnologyLearning Beyond Technology

Dedication to Education: Dedication to Education: Learning Beyond TechnologyLearning Beyond Technology

““The current and future health of America’s The current and future health of America’s 2121stst Century economy depends directly on Century economy depends directly on how broadly and deeply Americans reach a how broadly and deeply Americans reach a new level of literacy—’21new level of literacy—’21st st Century Century Literacy’—that includes strong academic Literacy’—that includes strong academic skills, thinking, reasoning, teamwork skills, skills, thinking, reasoning, teamwork skills, and proficiency in using technology.”and proficiency in using technology.”

--21--21stst Century Century Workforce Commission, 2000 Workforce Commission, 2000

““The current and future health of America’s The current and future health of America’s 2121stst Century economy depends directly on Century economy depends directly on how broadly and deeply Americans reach a how broadly and deeply Americans reach a new level of literacy—’21new level of literacy—’21st st Century Century Literacy’—that includes strong academic Literacy’—that includes strong academic skills, thinking, reasoning, teamwork skills, skills, thinking, reasoning, teamwork skills, and proficiency in using technology.”and proficiency in using technology.”

--21--21stst Century Century Workforce Commission, 2000 Workforce Commission, 2000

Learning Beyond Technology: Learning Beyond Technology: 2121stst Century Learning Outcomes Century Learning OutcomesLearning Beyond Technology: Learning Beyond Technology:

2121stst Century Learning Outcomes Century Learning Outcomes

• Technology SkillsTechnology Skills• Communications SkillsCommunications Skills• Computation Skills Computation Skills • Critical Thinking and Critical Thinking and

Problem-Solving SkillsProblem-Solving Skills

• Technology SkillsTechnology Skills• Communications SkillsCommunications Skills• Computation Skills Computation Skills • Critical Thinking and Critical Thinking and

Problem-Solving SkillsProblem-Solving Skills

2121stst Century Outcomes Century Outcomes2121stst Century Outcomes Century Outcomes

• Information Management Information Management SkillsSkills

• Interpersonal SkillsInterpersonal Skills• Personal Skills Personal Skills • Community SkillsCommunity Skills

• Information Management Information Management SkillsSkills

• Interpersonal SkillsInterpersonal Skills• Personal Skills Personal Skills • Community SkillsCommunity Skills









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Documents

Access in the Information Age: Community Colleges Bridging the Digital Divide