Law - Software Fuel New Digital Divide by Macgills - Assignment Example

My assumptions are based on the following observations made by the author in this article. (MacGillis 2004) The test preparation software, for example, is one of the computer-aided programs that have been implemented by the Camden school administrators, in a cost-intensive exercise aiming at achieving the set performance goals for each and every student. However, the same has left far behind the concept of in-depth learning, leaving a majority of students in a confused state. As rightly stated by MacGillis (2004), the marketing efforts of various vendors to sell their products for annual test preparation and evaluation are resulting in a ‘digital divide’ between poor and rich students.

While billions of dollars from the public fund have been invested to enhance the learning skills of all students, it is observed that needy students find it difficult to learn the advanced skills, as they are still trying to cope-up with the computer basics. Software industry leaders, having their own vested interests, highlight the advantages of such advanced learning and testing software, while they try to suppress the criticism related to the same. However, major causality in such software drills remains the concepts of constructive learning. Using human brains is much more important than being entirely dependant on computers. Computer programs may provide intelligent information and solution, but using the same requires diligence, on the part of students.

My experience during various teaching sessions, based upon the above-discussed software drills has also helped me to draw the observations, detailed in this paper.

 Solutions for ending such digital inequity cannot include discontinuing subject software drills or other ‘compass learning’ programs, while we need to find a viable resolution to this man-made divide. MacGillis (2004) has rightly given the example of schools in Howard County, where students use ‘open programs’ instead of closed ones, as offered by such software drills. The open programs help students to be creative and learn through analytical thinking. This can be one of the solutions to this problem.

Closing the Gender Gap

 I do agree with the author of this article that the educational administrators may not have closely examined the issue of gender equity while pushing for information technology-aided learning programs. The following observations need to be noted, in this direction.

To help students with getting accustomed to learning through computer-aided software and programs, National Research Council has come up with programs like “fluency with information technology”. The students need to be more creative and have skills in coordinating, as well as, sharing the available information. Therefore, “project-based learning” concepts are being developed, which involve better integration among students, who participate in such programs. In this connection, MacGrath (2004) has referred to the information provided by ‘American Association of University Women’ relating to women and technology. As rightly pointed out by the author, female students are culturally different. Women, being biologically different, having not much liking for machines and computers, belong to this category.  In addition, female students would feel shy to integrate and share files and ideas with their male counterparts, while doing the same is fundamental to project-based learning programs.

We do not need to scratch our heads more, to find the authenticity of the above. There are exceptions, however, like Sunita Williams who has integrated her personality completely with machines and information technology. But the majority of women folk have yet to reach the levels of integration required to synthesize the information, through integration and thought to share