Digital Divide/Digital Inequality

I have regularly sat in meetings thinking, “Why are you reading this presentation word-for-word? If that is what you are going to do, why did you not just send me this presentation, so I could read it from the comfort of my own home?” On the other hand, I believe in the importance of communication. As a teacher, I have built my life around the idea that we learn better when information is explained, when there is a real person to help guide us to knowledge. This multimedia project helped me clarify how I feel about presentations. They should guide the listener/viewer from point to point, while the living human being explains the importance and meanings of the points. The presentation gives order and organization to a group of ideas, while the presenter gives information, depth, and analysis to those ideas. This will sharpen all presentations I give in the future, with fewer words on the screen and more words from my mouth. My regret this week is I wish I had more time to work with Haiku Deck, insert different types of media, and learn more fun creations I could make with the website. I would love to use backgrounds from my own life. I will do that soon.

As for digital divide/digital inequality, I had never thought of it in reference to my own school before. Generally, I considered this idea in reference to developing countries around the world, not my own upper-middle class community. I feel like my eyes have really been opened to inequalities within my own life and classroom.

4 thoughts on “Digital Divide/Digital Inequality

  1. I sit in those meetings every week. We are given presentations that I could easily have viewed on my own. I understand that there is a value of attending the presentation, but more often than not at my work, the presenter spends 20 minutes on something that is not relevant whatsoever to many attendees but only to a small group, yet all faculty are required to attend. Unfortunately, my experience is that presenters often do not consider the audience and what individuals actually need to attend the talk and what individuals would do just fine watching the presentation on their own time without having to listen to the talk as well.


    1. When it comes to presenters not considering their audiences, I couldn’t agree more, and I find the lack of consideration so frustrating it has impacted my teaching, which is probably good. I try to make sure that my words in my classroom are all purposeful; I never want my students to feel about my instruction the way I often about presenters.


  2. I like your point about how a presentation gives order to your ideas. Thinking about our audience gives us extra incentive to continually ask, “Does this make sense?” “Am I stating this clearly?” I’m happy to also say your presentation makes sense and is clear. And sometimes less is more. I’m noticing my presentation is a lot longer, but I’m not sure if it really added any more to the discussion than yours. Thanks for opening up about your school and ideas.


  3. Presentations can be tough for my students. They want to jam as much information on each slide as possible, then they want to read it to the class. Haiku Decks will help them with this. I just assigned a project using a Haiku Deck. I hope it helps with their presentation skills. I encouraged them to add some media.


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