Digital Learning Now! (DLN) recently released a report that addresses strategies for funding the shift to digital learning. According to the report, there are three potential strategies that school districts may pursue to invest in technology and increase student access. These include the use of subsidies that enable parents to purchase devices at discounted rates, offering state- and district-provided devices that are loaned to students, and the use of a mixed funding model that combines the above strategies with a bring-your-own-device (BYOD) policy.
For afterschool providers, who are already struggling with funding shortfalls and limited resources, the challenge of increasing student access is especially daunting. Yet, the growth of digital learning in afterschool spaces is quietly gaining steam as afterschool providers take advantage of alternative ways to leverage technology. Some of these providers are engaging youth through connected learning, a model of learning that brings together student interests and peer culture with academic content, often through the use of technology. The result is relevant, hands-on and innovative programming that engages youth by “connecting” their in-school and out-of-school experiences.
To offer technology enhanced connected learning, some afterschool programs rely on the spill-over effect of one-to-one laptop and tablet initiatives led by states and school districts. As demonstrated by the Digital Learning Now! Smart Series, more students are beginning to gain access to devices that they can bring home and use in afterschool settings. Although many afterschool programs serve student populations from disadvantaged and low-income school districts with limited technology, these one-to-one initiatives can be achieved at surprisingly low per-pupil expenditures. The Mooresville Graded School District (MGSD) in North Carolina, for example, was cited in the DLN report as achieving a 1-to-1 ratio of laptops to students for only $1.25 per student per day. As more school districts—particularly in low-income neighborhoods—are able to achieve similar cost efficiencies, the afterschool programs that serve those districts will be able to benefit from the technology that follows the students.
Another reason for the growth in connected learning in afterschool programs may be due to an increase in support from public and private institutions looking to bolster these efforts. An Education Week article recently highlighted the efforts of one such institution, the Chicago-based John D. and Catherine T. MacArthur Foundation. Since 2006, the MacArthur Foundation has invested more than $85 million toward research and direct funding to replicate successful connected learning models across the country. For example YouMedia’s digital-media-infused learning labs are expected to serve as a model for at least 30 other learning labs in museums and libraries nationwide.
In lieu of funding, other afterschool providers are simply finding new and creative ways to facilitate connected learning experiences. The Seattle-based YTECH afterschool program, for example, is a collaborative supported by the YMCA of Greater Seattle, the University of Washington's Center for Communication and Civic Engagement, and the city of Seattle. Through the use of mobile devices, YTECH is able to promote civic engagement and service learning. For example, a group of YTECH students filmed, edited and shared stories about Latino culture with their peers. Projects like these have a low entry barrier for afterschool providers serving older youth. Research shows that approximately 77% of teens own a mobile phone, with nearly 1 in 4 owning a smartphone. Surprisingly, among youth with mobile phones the rate of smartphone ownership is consistent across race and income differences. BYOD policies that leverage the iPods and smartphones that are already in the pockets of these youth can help afterschool providers incorporate more creative ways to leverage technology.
Although the challenge of increasing access to and funding for digital technology remains a barrier, the mix of state- and district-level one-to-one laptop initiatives, a growing investment by public and private institutions, and creative uses of more readily-accessible mobile devices are creating new, technology-enhanced opportunities for afterschool providers to join the connected learning movement.