Steve Daly, CEO of Instructure, an education technology company that produces Canvas LMS, emphasizes the importance of addressing learning deserts – areas with limited access to educational opportunities. The COVID-19 pandemic has highlighted the disparities in access to technology and infrastructure, leaving many students behind. Daly believes that collaboration among educators, institutions, parents, businesses, and the edtech industry is crucial to reducing and eliminating learning deserts.
Access to technology is a key factor in student success, yet many students still struggle with the accessibility gap. A quarter of students and educators surveyed by Instructure believe they live in a learning desert. Daly shares a story of a student who drove 90 minutes each way to access the internet, underscoring the academic and financial costs of living in a learning desert. He argues that removing barriers to higher education opportunities is essential to breaking the cycle of poverty.
The challenge of learning deserts extends beyond developing countries and exists even in developed nations like the United States. Approximately 42 million Americans lack access to broadband internet due to financial, geographic, or service limitations. In the U.S., one in four students do not have reliable devices or adequate internet connections. Students from low-income households are disproportionately affected, with those from homes earning less than $25,000 a year being 10 times more likely to have little to no remote learning compared to their peers from higher-income households.
Despite the challenges posed by learning deserts, there is hope for change. Governments, communities, districts, and edtech providers are working together to address the issue. Efforts have been made to improve internet connectivity in schools globally, with a focus on making learning more accessible. Learning management systems have played a crucial role in providing students with access to curriculum and assignments, even in areas with unreliable broadband connections. Initiatives in countries like the Philippines focus on upskilling workers for tech careers through mobile access and microcredentials.
Addressing learning deserts requires collaborative solutions that prioritize equitable access to technology. Generative AI has the potential to increase access to personalized tutoring experiences, but it is essential to ensure that this technology is available to all students, not just a privileged few. Daly emphasizes the importance of inclusivity in technological advancements and the need to provide training on AI to ensure all students can benefit from these innovations. By working together, educational institutions, legislators, and edtech stakeholders can address accessibility issues and make learning more equitable.
While the challenges posed by learning deserts are complex, collective efforts from government, edtech companies, the private sector, and educators can make a difference. By sharing resources, providing training, and standardizing technology, schools can create a more seamless educational experience for every student. Daly is encouraged by the progress being made to shrink learning deserts and believes that continued collaboration will lead to a more accessible and equitable education system for all students.
