Facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources
Located in the heart of the San Joaquin Valley, Dos Palos (CA) is halfway between San Jose and Fresno. It’s a remote community, which created challenges for the Dos Palos-Oro Loma Joint Unified School District (DPOL) when it needed to implement distance learning plans during the pandemic. Paoze Lee, the district’s technology systems director, said it was obvious that the district could provide wireless and broadband coverage only to about 50 percent of its students via commercial wireless operators. “As we tried to bridge the digital divide, we wanted to fill in the gaps,” Lee says.
Federal Trade Commission Chair Lina M. Khan announced that an open meeting of the Commission will be held virtually on Thursday, May 19, 2022. The following items will be on the tentative agenda:
Benton applauds Chairwoman Rosenworcel and this critical effort to support a continuum of connectivity for America's schoolchildren. As far back as 2016, approximately 3 percent of the schools had begun to offer Wi-Fi on school buses, and nearly 4 percent were planning to do so in the near future. The reasoning is clear: school buses can be an extension of the school and facilitate online study. The FCC should seize this opportunity to turn school buses into rolling study halls.
FCC Chairwoman Rosenworcel Circulates Ruling Making Wi-Fi On School Buses Eligible For E-Rate Funding
For more than two decades, E-Rate has provided vital support to help connect schools and libraries to high-speed, modern communications all across the country. It got its start as part of the Telecommunications Act of 1996. Over 25 million children take the bus to school every day. In rural areas that ride can be long. It can easily be an hour to school and an hour to return home at the end of the day.
When Covid-19 began to sweep across the country in March 2020, schools in every state closed their doors. Remote instruction effectively became a national policy for the rest of that spring. A few months later, however, school districts began to make different decisions about whether to reopen. Across much of the South and the Great Plains as well as some pockets of the Northeast, schools resumed in-person classes in the fall of 2020. Across much of the Northeast, Midwest and West Coast, school buildings stayed closed and classes remained online for months.
The Federal Communications Commission committed nearly $39 million in the 14th wave of Emergency Connectivity Fund program support, helping to close the Homework Gap. This latest round of funding is supporting 140 schools, 14 libraries, and 1 consortium across the country, including for students in California, Georgia, Hawaii, Kentucky, Michigan, New York, Puerto Rico, and Virginia. The funding can be used to support off-campus learning, such as nightly homework, to ensure students across the country have the necessary support to keep up with their education.
Federal Communications Commission Chairwoman Jessica Rosenworcel announced the opening of a third application filing window to award at least $1 billion in Emergency Connectivity Fund support to help close the Homework Gap. From April 28, 2022 until May 13, 2022, eligible schools and libraries can submit requests for funding to purchase eligible equipment and services between July 1, 2022, and December 31, 2023.
Ohio Connectivity Champions Assist in Connecting Cleveland Metropolitan School District Students to Internet
The Ohio Connectivity Champions (OCC) partnered with the Cleveland Metropolitan School District (CMSD) to help deploy free internet service to more than 6,000 district households during the 2021-2022 school year ensuring online access to health, employment, school, skill improvement, and the economy. In September 2021, CMSD was awarded approximately $12 million from the Emergency Connectivity Fund (now the Affordable Connectivity Program), a federal $7.17 billion program that helps schools and libraries provide the tools and services needed for remote learning during the pandemic.
Despite the prevalence of online, hybrid and HyFlex classes in higher education, course accessibility is far from equal across student bodies. Even at larger, wealthier institutions like Indiana University Bloomington and The Ohio State University, a significant number of students lack the technological access necessary to fully participate. With a third of low-income students and 25 percent of all students battling unreliable internet access, evidence of this trend can be seen throughout the country. Access to campus computer labs isn’t always possible, especially for off-campus students.
This study investigates the determinants of Internet access and its effect of it on educational inequality in the Organization for Economic Cooperation and Development (OECD) countries during the period of the Covid-19 pandemic. The findings from the study reveal that despite the increase in Internet access during the Covid-19 period, the response to the pandemic has caused education inequalities. Furthermore, economic development indicators are effective in increasing Internet access and reducing educational inequality.