Connect with us

Education

Pre-Pandemic Survey of Internet Use by Commerce Department’s NTIA Finds Almost All College Students Online

Published

on

Photo of Rafi Goldberg from Serve Public

November 28, 2020 – The Commerce Department’s National Telecommunications and Information Administration and its Broadband USA program continues to track data about broadband usage, as well as provide resources surrounding state broadband initiatives.

The agency recently released initial results from its latest internet use survey. Although the data comes from November of 2019, before the start of the coronavirus pandemic, it provides important baseline information about how prepared Americans were to work and learn online, including the fact that the elderly, those in rural areas and those with manual jobs were least likely to use the internet, while the experience of almost all college students makes online classes very likely.

According to the survey, about one third of Americans used the internet to work remotely, and a little less than a third used the internet to complete job trainings or take online classes. “That represents about 20 percent of Internet users ages 15 or older,” According to a blog post by Rafi Goldberg, policy analyst in the NTIA”s Office of Policy Analysis and Development. The agency had released some of the results in June 2020.

Past NTIA surveys have shown disparities in teleworking by race: there were less teleworkers reported to be African American or Hispanic. This trend was consistent in 2019.

“Part of this gap is due to lower rates of Internet use among African American and Hispanic employees, but Internet users in these groups were also less likely to telework,” said Goldberg.

There was a 10 percent difference in telework when looking at population density, with 32 percent teleworking in urban areas. However, people in rural areas were generally less likely to telework compared to those in urban areas, despite those in rural areas still using the internet.

Workers in professional fields, including scientific, legal, and finance fields were the most likely to telework, the NTIA reports. Indeed, more than half of those employees said they worked remotely in 2019.

At the other end of the spectrum were those who worked in transportation, agriculture, food preparation, manufacturing, and other fields where employees were both less likely to report teleworking. In these fields, they were more likely than most to say they did not use the internet at all.

People ages 15-24 were more likely to take online classes than those 65 and older.

“For example, 30 percent of internet users between the ages of 15 and 24 reported taking online classes or job training in 2019, compared with just 6 percent of those 65 and older,” said Goldberg.

Since the NTIA first started asking users if they took online classes, the number of Americans taking online classes has increased from 4 percent in 2004 to 20 percent in 2019.

For Americans with an internet connection, there was little racial difference in who did or did not take online classes. Internet-using college students who took online classes with some college experience, or a college degree, comprised 22 or 27 percent respectively of college students who used the internet. Those holding or lacking a high school diploma comprised 10 or 14 percent respectively of high school students using the internet.

Of internet-using college students, 53 percent reported to have participated in online classes or job training. Of this demographic, 60 percent of part-time students took online classes, compared with 50 percent of their full-time counterparts.

One final conclusion from this pre-pandemic survey: “In addition, 88 percent of all college students were Internet users, which is a significantly higher adoption rate than the country overall.”

Reporter Liana Sowa grew up in Simsbury, Connecticut. She studied editing and publishing as a writing fellow at Brigham Young University, where she mentored upperclassmen on neuroscience research papers. She enjoys reading and journaling, and marathon-runnning and stilt-walking.

Continue Reading
Click to comment

Leave a Reply

Education

Metaverse Can Serve as a Supplement, Not Replacement, For Educators: Experts

The virtual world where avatars can meet as if they were in real life can be a companion for education.

Published

on

Screenshot of the Brookings event Tuesday

WASHINGTON, June 29, 2022 – Experts said at a Brookings Institution event said Tuesday that while the “metaverse” can go a long way toward improving education for some students, it should serve as a supplement to those educational goals.

The metaverse refers to a platform of 3D virtual worlds where avatars, or virtual characters, meet as if they were in the real world. The concept has been toyed with by Facebook parent Meta and is being used as a test for the educational space.

“The metaverse is a world that is accessible to students and teachers across the globe that allows shared interactions without boundaries in a respectful optimistic way,” Simran Mulchandani, founder of education app Project Rangeet, said at Tuesday’s event.

Panelists stated that as the metaverse and education meet, researchers, educators, policymakers and digital designers should take the lead, so tech platforms do not dictate educational opportunities.

“We have to build classrooms first, not tech first,” said Mulchandani.

Rebecca Kantar, the head of education at Roblox – a video game platform that allows players to program games – added that as the metaverse is still emerging and being constructed, “we can be humble in our attempt to find the highest and best way to bring the metaverse” into the classroom for the best education for the future.

Anant Agarwal, a professor at MIT and chief open education officer for online learning platform edX, stated the technology of the metaverse has the potential to make “quality and deep education accessible to everybody everywhere.”

Not a replacement for real social experiences

Kathy Hirsh-Pasek, senior fellow of the global economy and development at the Center for Universal Education, said that while the metaverse brings potential to improve learning, it is not a complete replacement for the social experience a student has in the classroom.

“The metaverse can’t substitute for social interaction. It can supplement.”

Mulchandani noted the technology of the metaverse cannot replace the teacher, but rather can serve to solve challenges in the classroom.

Continue Reading

Education

Fiber Broadband Companies and Consultants Tout Their Work for Social Good

Fiber providers, equipment companies and consultants discussed their work in communities in a session at Fiber Connect

Published

on

Photo of Ritchie Sorrells of GVTC Communications, Hu Meena of C Spire, Ji Soo Song of Education Department's Office of Educational Technology and Keven Morgan of Clearfield by Drew Clark (left to right).

June 16, 2022 – Leading fiber broadband platforms are hoping to positively impact future generations beyond fiber deployment through education programs for youth, scholarship awards, and traditional community service events, said panelists at Fiber Connect event Tuesday.

The panel discussion, according to promotional material for the panel in advance of the session at the conference, “represented a new level of commitment based on the belief that operators have a responsibility to make the communities they serve even better.” The showcase panel was a way for the Fiber Broadband Association to highlight the work of providers, equipment vendors, consultants and government officials.

Companies are particularly focused on how to influence following generations for good. C-Spire is working with schools in Science, Technology, Engineering, and Math education, and it provides programs for youth to learn coding and participate in coding challenges hosted by C-Spire.

Working with the state of Mississippi, fiber provider C-Spire made computer science education available to all K-12 students in the state and donated $1 million for teacher training. C-Spire also provided more than $3 million in scholarships for higher education.

GVTC Communications, a consultant to the telecom industry, works with local nonprofits, churches, schools, and businesses to donate full thanksgiving meals to families in need every year since 2012.

Listening to the needs of the community is essential to make an impact, agreed the panel. “When you have listening as your core value, you find out things that you can really make a difference in,” said Kevin Morgan, chief marketing officer at Clearfield, a provider of equipment for fiber builds.

Continue Reading

Education

Education Executives Tout Artificial Intelligence Benefits for Classroom Learning

Artificial intelligence can help fill in gaps when teacher resources are limited, an event heard.

Published

on

Screenshot of the Information Technology and Innovation Foundation event

WASHINGTON, May 25, 2022 – Artificial intelligence can help fill in gaps when teacher resources are limited and provide extra help for students who need individualized teaching, experts said at an event hosted by the Information Technology and Innovation Foundation on Tuesday.

As policy makers weigh the options for a structure for AI in the classroom, panelists agreed on its benefits for both teachers and students. Michelle Zhou, CEO of AI company Juji Inc., said AI technology in the classroom can be tools and applications like chatbots for real-time questions during class, and post-class questions at home for when the teacher is not available.

Lynda Martin, director of learning strategy for strategic solutions at learning company McGraw Hill, said AI provides the extra help students need, but sometimes are too shy to ask.

When a teacher has a high volume of students, it is difficult to effectively help and connect with each student individually, Martin said. AI gives the teacher crucial information to get to know the student on a more personal level as it transmits the student’s misconceptions and detects areas of need. AI can bring student concerns to the teacher and foster “individualized attention” she added.

Privacy and security concerns

Jeremy Roschelle from Digital Promise, an education non-profit, raise the privacy and security concerns in his cautious support of the idea. He noted that there needs to be more information about who has access to the data and what kinds of data should be used.

Beside bias and ethical issues that AI could pose, Roschelle cautioned about the potential harms AI could present, including misdetecting a child’s behavior, resulting in potential educational setbacks.

To utilize the technology and ensure education outcomes, Sharad Sundararajan, co-founder of learning company Merlyn Minds, touched on the need for AI training. As Merlyn Minds provides digital assistant technology to educators, he noted the company’s focus on training teachers and students on various forms of AI tech to enhance user experience.

There is an “appetite” from schools that are calling for this, said Sundararajan. As policy makers contemplate a strategic vision for AI in the classroom, he added that AI adoption in the classroom around the country will require algorithmic work, company partnerships, and government efforts for the best AI success.

Continue Reading

Signup for Broadband Breakfast

Get twice-weekly Breakfast Media news alerts.
* = required field

Broadband Breakfast Research Partner

Trending