New CA Digital Divide Innovation Challenge - Year 2021 (CA Dept of Education)

New CA Digital Divide Innovation Challenge - Year 2021 (CA Dept of Education)

State Superintendent Tony Thurmond Announces $1 Million Competition to Spur Innovation that Closes the Digital Divide for California Students, Educators and Families

State lawmakers also provide overview of latest proposals to expand connectivity

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond today announced the new “California Digital Divide Innovation Challenge,” a global competition that will award up to $1 million to the boldest, most revolutionary proposals to eliminate the digital divide and expand high-speed internet access to all Californians. Thurmond announced this challenge during the latest meeting of his Closing the Digital Divide Task Force, an ongoing initiative to close inequitable access to technology the State Superintendent co-chairs with Senator Connie Leyva, (D-Chino), Chair of the Senate Education Committee.

As many as one million students still lack internet connectivity, and the State Superintendent’s new challenge is designed to inspire the public and private sector’s most ambitious innovators, researchers, entrepreneurs, and creative problem-solvers to develop technology and strategic partnerships that will not only help learners right away but remove barriers to success long after the pandemic is over.

“For too long profit has gotten in the way of providing the essential internet access our students and families need for success in school and in daily life,” Thurmond said. “I want to commend our generous partners for stepping up to help infuse $1 million into the next big idea and innovation that could end up changing lives across California for generations.”

Thanks to a partnership with Genentech and the Genentech Foundation, General Motors, and Dr. Gary K. Michelson, Founder and Co-Chair of Michelson Philanthropies and the Michelson 20MM Foundation, this competition will allow the innovative spirit to play a significant role in helping California end the digital divide once and for all.

“Now is the time to call upon the brightest minds in the world, provide a platform for new ideas to overcome the digital divide, and make it obsolete,” said Michelson. “This effort will send a message that California is ready to greenlight the boldest proposals possible through an unprecedented competition to develop solutions that can help students right away. We are pleased to partner with the California Department of Education and its foundation to launch this ambitious challenge.”

"We’re so pleased to help provide critical support services for local schools during this period of great disruption," said Kristin Campbell Reed, Executive Director, Corporate and Employee Giving at Genentech and The Genentech Foundation. "We are investing in California schools to create more equitable access to distance learning for low-income students that typically occur within the walls of our public schools."

“Innovation propels us at General Motors, and we are proud to support the California Digital Divide Innovation Challenge to spark new, creative ideas to make technology accessible to students who need it most,” said Terry Rhadigan, Executive Director for Corporate Giving. “Education is fundamental to our future, and we’re grateful for the opportunity to work with State Superintendent Tony Thurmond to help make his vision of closing the digital divide a reality.”

Although many gains have been made to help students access internet connectivity and computing devices while in distance learning—hundreds of thousands of computers and hotspots have been secured for schools, and districts have spent more than $2 billion in CARES Act funding on technology—the harsh reality is that almost one-fifth of California’s students still cannot participate in remote learning. Whether caused by lack of rural and frontier infrastructure, or lack of urban affordability, one thing is clear: California must take steps to ensure that every student has the opportunity to learn with equitable access to computing devices and connectivity.

“Now that we are almost one year into distance learning, we have clearly seen the difficulties faced by students, families, teachers, and communities as many young learners have struggled to keep up with their studies on a screen. Every student in California deserves access to a quality education, whether they are learning remotely or in-person. As elected leaders, we continue to strive to close the digital divide and increase connectivity for all students, regardless of where they may live. It is vital that we continue to minimize learning loss for all students, while also remain focused on children who have been disproportionately impacted during this pandemic,” said Senator Leyva.

The digital divide impacts our students of color and low-income students at disproportionate rates. The rate of students without a computing device are lower than those without internet access, nationwide figures show:

• 25 percent of African American students and their families do not have access to the internet and 13 percent do not have access to computers.
• 21 percent of Hispanic or Latino students do not have access to the internet and 9 percent do not have access to computers.
• 30 percent of American Indian students do not have access to the internet and 16 percent do not have access to computers.
• 14 percent of White students do not have access to the internet and 7 percent do not have access to computers.

Without access to the internet, these students not only lack the ability to participate in distance learning during the pandemic but were already unable to continue their education from home pre-COVID, hampering their ability to complete homework, research, and prepare for future career opportunities.

More details about the California Digital Divide Innovation Challenge will be announced soon, but any interested parties are encouraged to email innovationchallenge@cde.ca.gov.

During Tuesday’s meeting, participants also heard from state lawmakers who have proposed legislation to expand broadband access throughout California:

• Assemblymember Cecilia Aguiar-Curry has introduced the Internet for All Act of 2021, AB 14, to prioritize the deployment of broadband infrastructure in California’s most vulnerable and unserved rural and urban communities.
• Senator Lena Gonzalez has introduced SB 4, The Broadband for All Act, which will secure continuous grant funding for communities based on their true internet need, promote deployment of high-speed, 100mbps broadband, and make it easier for local governments to apply for grants and finance their own infrastructure.
• Assemblymember Al Muratsuchi has introduced his California Broadband for All Bond Act, AB 34, a $10 billion general obligation bond measure to invest in efforts to provide funding for statewide broadband infrastructure and high-speed internet to close the digital divide for all Californians living and working in unserved and underserved communities.

You can view the archived meeting at on the CDE Facebook page.

The Digital Divide Task Force was established in response to the COVID-19 pandemic and consists of members of the Legislature from both houses serving one purpose: to close the digital divide for California’s public school students, educators, and their families. This task force has been working with internet service providers, and other partners, to lift existing barriers that prevent all students from having internet connectivity.

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Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

New CA Digital Divide Innovation Challenge - Year 2021 (CA Dept of Education)

$420K in Grants Donated to Digital DIvide Fund - Year 2020 (CA Dept of Education)

$420K in Grants Donated to Digital DIvide Fund - Year 2020 (CA Dept of Education)

Superintendent Tony Thurmond Announces $420,000 in Grants to the Bridging the Digital Divide Fund to Benefit Students in Southern California

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond today announced that Southern California Gas Company (SoCalGas) and San Diego Gas & Electric (SDG&E), in partnership with the San Diego Foundation, have donated a total of $420,000 to the Bridging the Digital Divide Fund. SDG&E and the San Diego Foundation’s grant of $100,000 to the Classroom of the Future Foundation will address the digital divide among tribal K–12 youth in San Diego County. SoCalGas’ portion of $320,000 will be split into five grants to separate organizations in Southern California for specific work to close the digital divide. SoCalGas and SDG&E are part of the Sempra Energy family of companies.

This contribution to the Bridging the Digital Divide Fund, established by the Californians Dedicated to Education Foundation (CDE Foundation), supports the California Department of Education’s (CDE) Closing the Digital Divide Task Force. The COVID-19 pandemic forced an estimated 97 percent of California’s 6.2 million students to begin their school year in distance learning. The task force has been working since April on behalf of California’s most vulnerable students and families who continue to experience barriers to internet access and distance learning.

“This is a difficult time for all of us, and the COVID-19 pandemic has exacerbated access issues to technology, placing additional strain and stress on some of our most underserved populations who still lack the basic tools to connect to their learning,” said Thurmond. “Through my Closing the Digital Divide Task Force, formed to secure devices and reduced-cost internet service, I have asked 100 of California’s top companies to step up and help close this gap. I commend SDG&E and SoCalGas for answering that call and for their investment toward lifting up every child, an example I hope others will follow.”

“Both of our companies have a long history of supporting school and community programs that help underserved children overcome barriers to success. Now more than ever, our schools, teachers, and students need us to step up to help fill the gaps so no child is left behind, especially during this challenging time,” said Eugene “Mitch” Mitchell, vice president of state governmental affairs and external affairs for SDG&E and SoCalGas.

The $100,000 Classroom of the Future grant was made through the San Diego Foundation’s COVID-19 Community Response Fund, which SDG&E seeded. SDG&E has contributed $2.5 million to the fund and has plans to donate another $500,000 in early 2021. The grant will address the digital divide among tribal K–12 youth in San Diego County by providing laptops and mobile hotspots. According to Classroom of the Future Foundation and the San Diego County Office of Education, there are more than 350 tribal students across several San Diego County school districts who are unable to fully participate in distance learning because they lack computers and/or internet connectivity.

SoCalGas’ $320,000 in total grants will benefit five local organizations to help meet specific needs: Southeast Community Development Corporation will provide students from South Los Angeles with a Chromebook, earbuds, hotspots, and tutoring. STEAM Coders will provide STEAM programming to more than 1,100 K–12 students enrolled in four schools located in Los Angeles, Inglewood, and Claremont and will provide 140 high-grade laptops with 120 hotspots. Southern California Indian Center will supply 100 laptops and hotspots to low-income Native American children throughout Los Angeles County and Orange County. YMCA Greater Metropolitan Los Angeles will purchase equipment to extend their wi-fi access to the outside of each of their 26 branches. Community Coalition (South Los Angeles) will sponsor laptops, hotspots, and Microsoft Office for students in Los Angeles Unified School District.

Since April, the State Superintendent and his task force—in collaboration with the Governor’s Office, state lawmakers, and nonprofits such as the CDE Foundation—have been working to remove inequitable barriers to student access by working with internet service providers, tech companies, device manufacturers, and other groups to increase access to devices and internet connections.

The CDE and the task force have since partnered with a few major technology companies and internet service providers to put together programs to make it easier for schools to acquire necessary equipment and services for their students. Local educational agencies (LEAs) are encouraged to start the process now as devices are in high demand across the country. LEA staff can view more information at the CDE Securing Devices and Connectivity for Students web page.

At the same time, the Governor’s Office and lawmakers included $5.3 billion in one-time funding in the state budget for schools to strengthen distance learning heading into the same year. These funds can be used immediately for purchasing needed technology, and more information can be found on the CDE’s Learning Loss Mitigation Funding web page.

Read more about the CDE Foundation Bridging the Digital Divide Fund.

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Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

$420K in Grants Donated to Digital DIvide Fund - Year 2020 (CA Dept of Education)

Tonight: How can we bridge the digital and health divide for students of color during the pandemic? | Cloaking Inequity

Tonight: How can we bridge the digital and health divide for students of color during the pandemic? | Cloaking Inequity

TONIGHT: HOW CAN WE BRIDGE THE DIGITAL AND HEALTH DIVIDE FOR STUDENTS OF COLOR DURING THE PANDEMIC?

Expert panelists from the National Medical Association and the NAACP will share their ideas in a free webinar taking place Thursday, Oct. 29.

The discussion will be moderated by the University of Kentucky College of Education’s Dr. Gregory Vincent, executive director of the college’s Education and Civil Rights Initiative in collaboration with the NAACP. The initiative is based in the Department of Educational Policy Studies and Evaluation, where Vincent is a professor.

Participants will have an opportunity to ask questions of the panelists and engage in this discussion.

Coronavirus Impact on Students and Education Systems
6:30 to 8 p.m. (ET) Thursday, Oct. 29

> Register in advance at https://uky.zoom.us/webinar/register/WN_1k4xZBYtQlCWLlQzVBmRIQ

Featured speakers:
Dr. Greg Vincent: UK Education and Civil Rights Initiative Executive Director
Leon W. Russell: NAACP Chairman of the Board
Yumeka Rushing: NAACP Chief Strategy Officer
Adora Obi Nweze: NAACP Education Committee Chair
Dr. Cedric M. Bright: Physician, National Medical Association

Please Facebook Like, Tweet, etc below and/or reblog to share this discussion with others.

Check out and follow my YouTube channel here.

Twitter: @ProfessorJVH

Click here for Vitae.

Tonight: How can we bridge the digital and health divide for students of color during the pandemic? | Cloaking Inequity

Will the students who didn’t show up for online class this spring go missing forever?

No participation in online learning could be detrimental

Will the students who didn’t show up for online class this spring go missing forever?

Districts are scrambling to locate the ‘lost’ kids of Covid and reengage them in school this fall

Monica Williams remembers the late May day she and first grade teacher Lizette Gutierrez reconnected with the four young siblings from Cable Elementary. No teachers from the San Antonio elementary had heard from the children since schools closed abruptly in March due to the pandemic.

When teachers at Cable Elementary in San Antonio couldn’t reach four siblings who attended the school this spring, Monica Williams of Communities in Schools was able to arrange a meeting with them at their grandmother’s house. Credit: Monica Williams

Williams is a former social worker who serves as a site coordinator for Communities in Schools of San Antonio, a support program for low-income families operating in more than 100 schools in Bexar County, including the city of San Antonio. She and her colleagues have had to intercede in evictions, deliver supplies and report children in dire circumstances to child protective services since the start of the pandemic. This time, she knew the family. She’d become acquainted with the children before the pandemic because of their academic struggles. After making some phone calls, she located them at a hotel, where the family had moved after wearing out their welcome with relatives. Williams arranged to meet the children at their grandmother’s.

Gutierrez and Williams spent 90 minutes standing on the sidewalk outside the house in the Texas sun, at arm’s length from the students, showing them how to sign into Google Classroom on their school-provided Chromebooks and helping their father figure out passwords.

The siblings logged on for the remainder of the school year. But then they went missing again, failing to show up for the district’s summer school program, which teachers had recommended for each of them. Now Williams and school staff are heading back out into the field, trying to relocate the siblings and other children who’ve gone missing and reengage them in learning this fall. With the siblings, they finally had some luck: The children showed up for school on September 29, the second day  CONTINUE READING: No participation in online learning could be detrimental

CURMUDGUCATION: About Those Digital Natives

CURMUDGUCATION: About Those Digital Natives

About Those Digital Natives

Now that so many schools are leaping back into the ed tech abyss with both feet and a few other limbs as well, the term "digital native" is turning up again, and it's just as silly as ever. Everyone who is scared about facing off against the digital native tribe in the digitized computerized distance learning world needs to take a deep breath.

The term was coined by Marc Prensky, a writer who began his career as a teacher and who wrote an article about the topic in 2001.

On the one hand, he has a bit of a point. When a culture transitions from one medium to another, there are bumps. Go back to when a culture moves from oral to written, and you'll find a bunch of old farts complaining about how Kids These Days don't have any of the old skills and they can't tell stories and they don't remember things as well. The transition to a digital world is going to have some transitional problems of the same sort.

Still, I taught digital natives for years, and they have become gradually less and less tech-capable. Mostly what most digital natives know is how to work their favorite phone apps.

This is the normal trajectory for new tech. When automobiles first emerged, everyone who owned one also owned a tool box and work gloves, because if you were going to have a car, you needed to CONTINUE READING: CURMUDGUCATION: About Those Digital Natives

Virtual suspensions. Mask rules. More trauma. Why some worry a student discipline crisis is on the horizon - Chalkbeat

Virtual suspensions. Mask rules. More trauma. Why some worry a student discipline crisis is on the horizon - Chalkbeat

Virtual suspensions. Mask rules. More trauma. Why some worry a student discipline crisis is on the horizon

As America’s students head back into their virtual or real-life classrooms, new rules await.

In Jacksonville, Florida, students who don’t wear a mask repeatedly could be removed from school and made to learn online. In some Texas districts, intentionally coughing on someone can be classified as assault. In Memphis, minor misbehaviors could land students in an online “supervised study.”

It’s amounting to a flood of changes to school rules and discipline codes at a time of heightened stress for students, parents, and teachers.

Those rules reflect schools’ attempts to make learning during a pandemic safe and possible. But the increased attention to student misbehavior has advocates and many parents very worried that students who were disproportionately removed from classrooms before the pandemic — namely Black and Native students, and students with disabilities — will bear the brunt of these new consequences, undermining schools’ promises to provide students from hard-hit communities with extra social and emotional support.

“We have seen and felt the impact of having a Black child with learning differences and how that’s been treated disciplinarily. So I’ve got a lot of concerns,” said Cassandra Kaczocha, a parent of a son headed into eighth grade in Chicago, where schools are set to start virtually and monitor student engagement over a six-hour school day. “He can’t sit there and look at the screen the whole time and give the appropriate cues to CONTINUE READING: Virtual suspensions. Mask rules. More trauma. Why some worry a student discipline crisis is on the horizon - Chalkbeat

Joe Biden’s 3 big ideas to close the digital divide - Education Votes

Joe Biden’s 3 big ideas to close the digital divide - Education Votes

Joe Biden’s 3 big ideas to close the digital divide

COVID-19 has shone a spotlight on a specific aspect of the digital divide known as the homework gap—the inability to do schoolwork at home due to lack of high-speed internet access. Nationwide, 15-16 million students are affected—roughly 1 in 3. A disproportionate share of those students are African-American or Hispanic, come from low-income households, or live in rural areas.

Congress has taken steps to aid students and educators during the pandemic, but NEA members are dismayed that Congress has refused to provide adequate direct funding for WiFi hotspots, connection devices, and mobile wireless service through the existing and successful E-rate program to help our students most in need. 

President Trump has promised to improve American infrastructure, including access to broadband, since his earliest days in office, but has failed to deliver. Educators called on Senate Majority Leader Mitch McConnell and the Trump administration to provide at least $175 billion in education stabilization funds. In addition, NEA calls on lawmakers to include at least $4 billion to schools to ensure all students have internet access from home for the 2020-2021 school year. Due to the severity of the issue, NEA is calling on lawmakers to support at least this level of funding. 

Where the Trump administration and Senate leadership have failed, Joe Biden is prepared to step in and deliver a solution to the most immediate issues around the homework gap, and the underlying infrastructure issues that have perpetuated the digital divide. Here are three key pieces of Biden’s approach:

1. He supports an infusion of resources to help schools address the “homework gap”

During the pandemic, educators in high-poverty schools report lower class attendance, and believe that closing the homework gap aspect of the digital divide should be a top priority. Pew research shows that among families with school-age children, 25 percent of all Black households and 23 percent of Hispanic households lack high-speed internet, compared to only 10 percent of white households with school children. 

Biden has called time and again for the Senate to pass the HEROES Act, which would CONTINUE READING: Joe Biden’s 3 big ideas to close the digital divide - Education Votes