EDUC 5353 - Week 2

 

1. Dividing factors in digital access and skills in my ESL classroom

In my adult immigrant ESL classroom, digital inequity is shaped less by access and more by use, confidence, and power. It is important to clarify that my current student population does have internet availability, owns digital devices such as smartphones or computers, and lives in urban or suburban areas with reliable internet and service infrastructure. However, having access to the internet does not necessarily translate into possessing digital literacy, transferable digital skills, the ability to use AI responsibly and ethically, or an understanding of U.S. digital norms. This places many of my students in a vulnerable and potentially dangerous middle space, where they are connected but constrained, and online but not empowered.

In their review, Chen, Östlund, and Frennert (2020) explain that the concept of the digital divide includes multiple layers of inequality. The first-level digital divide refers to differences in access to the internet and digital devices, while the second-level digital divide highlights disparities in digital skills, knowledge, and the ability to effectively leverage social resources and networks. The primary dividing factors affecting my ESL student population fall within the second-level digital divide; however, aspects of the first-level divide must still be considered, given students’ educational and socioeconomic backgrounds.

The primary age range of students in my classroom is between 25 and 50, with a smaller percentage of learners older than that. Most of them did not grow up with digital technologies integrated into their schooling, unlike many younger learners often referred to as “digital natives.” Many of my students encountered technology later in life, with some being introduced to it by younger family members or only learning basic skills such as turning a computer on and off or opening an email account. For many, this late exposure increases anxiety and reduces experimentation when faced with technology integration in the classroom or in the workplace.

Moreover, limited English proficiency often restricts students’ ability to navigate digital interfaces, troubleshoot problems, interpret system messages, and evaluate online information. Even when tools are available, language barriers significantly reduce usability. Educational background is another major dividing factor, as many of my students have experienced interrupted or incomplete formal education due to systemic conditions in their home countries. As a result, many enroll in ESL programs to obtain a GED in the United States or to quickly acquire basic English skills needed to enter the workforce.

All of my students have immigrated to the United States and have lived here for varying lengths of time. As immigrants, they often face an urgent need to earn income in order to stay afloat in a new environment. This urgency frequently leads to prioritizing immediate survival over long-term skill development, and as a result, digital learning becomes instrumental rather than exploratory or empowering.

2. How do findings associated with challenges created by the COVID pandemic relate to the students, teachers, parents, leaders, or other participants in your community?

The COVID-19 pandemic required schools to rapidly transition to online instruction, forcing students to learn in fully digital environments. Schools and teachers worked hard to adapt to these changes, and although many schools have since partially reopened, the pandemic continues to influence education in lasting ways (van de Werfhorst et al., 2022). Adult education was no exception. According to the OECD (2021), disruptions caused by COVID-19 significantly reduced adult learning opportunities, particularly for low-skilled workers who lacked digital skills and access to structured learning environments.

During this period, many adult learners lost informal, face-to-face support for learning how to use technology, which increased their reliance on self-navigation and independent problem-solving. This shift was especially challenging for adult immigrant ESL students, as essential services, such as education, healthcare, employment, and immigration processes, moved almost entirely online. These changes assumed a level of digital competence that many adult ESL learners did not possess.

Furthermore, limited digital skills combined with language barriers made immigrant students, particularly those unfamiliar with U.S. systems and processes, more vulnerable to misinformation. The rapid move to digital platforms often left students without the tools needed to critically evaluate online information or confidently complete required tasks.

In addition, many of my current students are parents who already struggle to support their children with schoolwork due to limited English proficiency. During the pandemic, when distance education became the only option for school-aged children, these challenges intensified. Many parents were unable to effectively assist their children with online learning, including navigating digital platforms, educational apps, and school communication tools, further highlighting the intergenerational impact of digital inequity.

3.What stands out from this week's readings associated with your context? How does your school/community fair with regarding to digital equity?

From this week’s readings, what stood out most is the idea that the digital divide goes beyond physical access to technology; it also includes differences in digital knowledge, the ability to recognize opportunities presented by technology, and even confidence and motivation to use digital tools. In other words, the digital divide involves gaps in infrastructure, skills, and psychological readiness to participate in a digital world (Brown, 2020).

This is where my idea for a call to action fits in. As an educator currently teaching adult immigrant learners who experience a functional, skills-based digital divide, I feel a strong responsibility not only to incorporate English language activities that improve language proficiency and communication in the target language, but also to integrate digital-based tasks that help students build digital literacy. These tasks are essential for navigating and understanding U.S. online systems and digital norms, accessing jobs that require higher levels of digital skills, and ultimately succeeding in an increasingly automated world.

However, this is not work I can do on my own. Addressing digital inequity requires collective effort. Teachers must collaborate to intentionally design learning tasks that are both engaging and directly connected to students’ immediate workforce needs using digital tools. At the same time, school administrators and curriculum designers must provide institutional support by prioritizing digital literacy integration, professional development, and access to appropriate instructional resources.

References 

Brown, Wilmon. “The Digital Divide.” Open.library.okstate.edu, Oklahoma State University Libraries, 28 Aug. 2020, open.library.okstate.edu/learninginthedigitalage/chapter/the-digital-divide/.

Chen, Xin, et al. “Digital Inclusion or Digital Divide for Older Immigrants? A Scoping Review.” Human Aspects of IT for the Aged Population. Technology and Society, vol. vol 12209, 2020, pp. 176–190, https://doi.org/10.1007/978-3-030-50232-4_13.

OECD. (2021). Adult learning and COVID-19: How much informal and non-formal learning are workers missing?OECD Policy Responses to Coronavirus (COVID-19). OECD Publishing. https://doi.org/10.1787/56a96569-en

Van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online 

education: Inequality in digital readiness of students and schools. Computers & Education, 181, 104451. https://doi.org/10.1016/j.compedu.2022.104451

EDUC-5353- Week 1

Understanding the Digital Divide in My ESL Classroom

My name is Maria Watson, and I am originally from Colombia. I have lived in Washington, D.C., and I currently reside in Texas, where I work as an ESL teacher for adult learners at a community college. Before this role, I worked as a dual-language elementary classroom teacher. Throughout my career, I have worked with students of all ages and from many cultural backgrounds, an experience that has strongly shaped my perspective as an international educator.

All of my current students are adult immigrants who have left their home countries in search of better opportunities. Many have migrated due to war, political instability, or economic hardship. Most of my students are low-income adults with varied literacy levels, and for them, learning English is closely connected to job opportunities, higher wages, and long-term stability.

After reading Closing the Digital and Economic Divides in Rural America, I began reflecting on how the idea of the digital divide applies to the population I serve. Although Turner Lee’s work focuses on rural communities, I believe the digital divide is not only geographic. It is also educational, linguistic, and cultural. My students live in urban or suburban areas where high-speed internet is available, and all of them own a smartphone or a computer. However, many still experience what can be described as a functional digital divide.

While my students can access the internet, many struggle to use it effectively. They often lack experience with productivity tools such as Google Docs or Microsoft Word, do not know how to use AI tools responsibly, and feel unsure about navigating U.S. digital norms or identifying reliable online information. In today’s highly automated and information-rich world, digital literacy is essential. Without it, individuals are more vulnerable to misinformation and are limited to being passive consumers of digital and AI technologies rather than empowered users.

Turner Lee (2019) explains that limited digital access prevents individuals from fully participating in the digital economy and from completing essential tasks such as schoolwork or business activities. Although my students are socially connected through platforms like Facebook or Instagram, social media use does not necessarily mean they are digitally empowered. There is a clear gap that must be addressed for them to access educational, economic, and professional opportunities more equitably and to strengthen their English skills through digital tools.

For many of my students, this gap is rooted in the lack of quality education, limited infrastructure, and scarce resources in their home countries. Nearly 90% of my students are from Latin America. According to 2022 data, internet access in Latin America and the Caribbean remains significantly lower than in OECD (Organisation for Economic Co-operation and Development) countries, with just over two-thirds of households connected compared to more than 90% in OECD nations (UNDP, 2024). Additionally, approximately 160 million people in the region are of school age, yet nearly half do not complete their formal education. Many of these individuals consider migrating to countries such as the United States or Spain in search of better educational and economic opportunities (UPI, 2025).

Limited internet access at home, inconsistent school connectivity, and high dropout rates all contribute to gaps in digital skill development. As a result, Latin American immigrants arriving in the United States, like many of my ESL students, often have less experience using digital tools for learning and work. This lack of digital literacy can make it harder for them to succeed in online education, job searches, and workplace environments, where digital skills are increasingly essential.

In today’s highly automated and information-rich world, digital literacy is essential.

Call to action

Closing the digital divide for adult ESL learners requires a team effort. While I integrate digital literacy into my own teaching, this work cannot happen alone. My intention is to encourage other ESL educators to embed digital skills into language lessons instead of treating them as optional or extra content, and program leaders should design curricula that provide guided access to technology, resources, and training. By working together intentionally, adult education programs can give immigrant learners the digital skills they need to succeed in school, work, and life in the U.S.

References

United Nations Development Programme. (2024, August 4). Missed connections: An incomplete digital revolution in Latin America and the Caribbean. UNDP Latin America and the Caribbean. Missed Connections: An incomplete digital revolution in Latin America and the Caribbean

UPI. (2025, June 4). School dropout rate reaches 27% across Latin America. UPI. https://www.upi.com/School dropout rate reaches 27% across Latin America

Turner Lee, N. (2019, March 27). Closing the digital and economic divides in rural America. Brookings Institution. https://www.brookings.edu/articles/closing-the-digital-and-economic-divides-in-rural-america/

Photo by Marvin Meyer on Unsplash