Technology and Wasting Time

Matt Richtel’s recently published article in the The New York Times posits that “Wasting Time is the New Divide in Digital Era.” The article raises provocative and important points. Based on studies of media use among low-income communities, Richtel discusses an evolving notion of the digital divide—one that moves beyond access to machines towards a focus on what users do with the time they spend using technology.

I’m concerned that his coverage of students’ perspectives on technology is lopsided. Over the past two months I have been interviewing low-income students about their digital use. They will be the first to admit that they are online quite a bit socializing, but they also use technology for very creative, high-level activities. One student I spoke with microblogs several times a week, posting images he has photographed on the streets of LA—many of which he manipulates for artistic expression. Another student told me how he had just finished reading A Clockwork Orange because his friend is exposing him (and his peer network) to classic films online—and then they read the books. High school juniors have told me that they are learning about the college application process by reading senior students’ Facebook posts (re: complaining about deadlines, celebrating college acceptances). In a previous blog post, I wrote about a phenomenal session I attended at the last Digital Media and Learning conference where high school students argued for the relevance and utility they see in technology.

While Richtel’s portrayal of low-income students’ digital use could have been more complex, he is right to draw attention to the topic of how we might better serve students from low-income communities. The issue is not just one of low-income kids messing around with technology and lack of parental oversight. As a nation, just like we fail many low-income students in ensuring they have access to rigorous academics, we are neglecting their digital growth at a time when technology is rapidly expanding. And it’s not just low-income students. With cyberbullying on the rise in all communities, we can no longer ignore the role of digital citizenship in society. Richtel mentions that the Federal Communications Commission and other groups are starting to to address this challenge. To do so will entail empowering students with digital literacy, providing teachers and counselors with tools to use, relevant and engaging technology and social media, and educating parents about what’s out there. Our Mission:Admission Facebook game is an example of using social media and technology for social good. Low-income students played a key role in how the game unfolded—through contributing to the conceptualization of the game and through extensive playtesting. The game is much better for their participation. My hope is that the efforts of the FCC and other groups center students in the process of figuring out what will work best. There are many students out there who are on the cutting edge of new technologies and social media—and who could be invaluable in developing a digital agenda for the country.

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