technology assumptions and accessibility at johnson county community college: a case study
DESCRIPTION
Postsecondary institutions of all kinds are increasingly adopting technology-based tools such as Learning Management Systems (LMS), online course components, digital sharing and authoring tools, and hybrid-instruction formats to expand education access and opportunity. Institutions are looking to these tools to expand access while reducing cost as their budgets come under greater pressure and tighter oversight. Adoption of these tools assumes that students have both consistent access to and the technical literacy to use web-enabled devices. The digital divide, which disproportionately affects students of color and students of low socioeconomic status, may mean that the students who need the greatest help and support are the least equipped to take advantage of these tech-offerings. This essay reviews macro-level digital divide issues, and then examines how these issues may be impacting students at Johnson County Community College in Overland Park, KS.TRANSCRIPT
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 1
Technology Assumptions and Accessibility at
Johnson County Community College: A Case Study
Benjamin J. HowardWilliams
University of Saint Mary
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 2
Abstract
Across the United States, postsecondary institutions of all kinds are increasingly adopting
technologybased tools such as Learning Management Systems (LMS), online course
components, digital sharing and authoring tools, and hybridinstruction formats to expand
education access and opportunity. This is particularly true among the nation’s community
colleges which are looking to these tools as opportunities to expand access while reducing cost
as their budgets come under greater pressure and tighter oversight. Adoption of these tools
assumes that students have both consistent access to and the technical literacy to use
webenabled devices. While mobile educational offerings are increasing, in general students
must have regular access to internetconnected personal computers to successfully utilize the
tools discussed above. The realities of the digital divide, which often disproportionately affect
students of color and students of low socioeconomic status, may mean that the students who
need the greatest help and support are the least equipped to take advantage of these new
technologybased offerings. This case study briefly reviews macrolevel digital divide issues, and
then examines how these issues may be impacting the student population at Johnson County
Community College, a public twoyear institution with an enrollment of over 21,000 in Overland
Park, KS.
Keywords: Education Technology, Access, Digital Divide, Higher Education, Students of
Color, Low SES, Community College, Johnson County Community College
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 3
Technology Assumptions & Accessibility at Johnson County Community College: A Case Study
Across the United States, postsecondary institutions of all kinds are increasingly
adopting technologybased tools such as Learning Management Systems (LMS), online course
components, digital sharing and authoring tools, and hybridinstruction formats to expand
education access and opportunity. This is particularly true among the nation’s community
colleges which are looking to these tools as opportunities to expand access while reducing cost
as their budgets come under greater pressure and tighter oversight. Adoption of these tools
assumes that students have both consistent access to and the technical literacy to use
webenabled devices (Harrington, 2010).
While mobile educational offerings are increasing, in general students must have regular
access to internetconnected personal computers to successfully utilize the tools discussed
above. The realities of the digital divide, which often disproportionately affect students of color
and students of low socioeconomic status, may mean that the students who need the greatest
help and support are the least equipped to take advantage of these new technologybased
offerings (Young, 2013).
The following will briefly review macrolevel digital divide issues, focusing on device
ownership and internet access based upon race/ethnicity and socioeconomic status. This
baseline information will then be used to examine how these issues of access and literacy may
be impacting the student population at Johnson County Community College (JCCC), a public
twoyear institution with an enrollment of over 21,000 in Overland Park, KS. This case study
seeks to understand if the college’s assumptions about technology and access are justifiable or
whether identifiable student groups low SES students and students of color may face
disproportionate technology challenges in pursuing their educational goals at JCCC.
The Macro Level
Tightening budgets and increased scrutiny from both the public and policies makers is
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 4
the new reality of the nation’s postsecondary education system. Community colleges in
particular have been placed under a very large microscope as the Obama administration as
highlighted their role as lowcost, high quality access points to both traditional college
experiences and highneed job fields (Field, 2012). For most however, this additional exposure
and expectation has not come along with additional funding. Rather, many community colleges,
whose budgets are closely tied to property values and state funding, have seen their budgets
shrink over the course of the recent recession. This has lead to expanded adoption of
technologybased learning tools and supports in hopes that access can be expanded and
overhead costs reduced at the same time (Harrington, 2010).
The argument that lowcost online and technologyheavy offerings democratize
educational access ignores the additional challenges students face in successfully utilizing said
offerings. Those students already on the educational fringes are likely to have more trouble, not
less, in succeeding in technologyheavy environments due to lack of reliable access, technology
literacy, understanding of online norms of communication, a perceived lack of community in
online learning, etc. (Harrington, 2010). The issues of access are particularly pronounced among
students of color and students with lowsocioeconomic status. Despite a decade of
improvements in equitable technology access, only 65.1% of Black Americans and 66.6% of
Hispanic Americans report ownership of a personal computer versus 80.0% of their White
counterparts (U.S. Census Bureau, 2010). The divide is even more pronounced among those
with a low socioeconomic status. Households with an income lower than $30,000 reported a
computer ownership rate of just 59%, compared to 85% of those in the $30,000$49,999 range,
and 92% in the $50,000$74,999 range (Smith, 2010).
While community college computer labs and technology resources at public libraries
provide partial relief to these inequities, few such resources are open when the most vulnerable
students are in need of them (e.g. late at night and over the weekend), and many cannot meet
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 5
their community’s demand with their available resources (Harrington, 2010). These students are
the information age “havenots”, relegated to a the lower rungs of the social and economic ladder
due to their inability to access and take advantage of the technology tools so often taken for
granted in the present informationcentric marketplace (The persisting racial digital divide...,
2009).
Local Application: Johnson County Community College
Johnson County Community College (JCCC), located in the Kansas City suburb of
Overland Park, KS, is one of the state’s largest postsecondary institutions with a Fall 2011
enrollment of 21,020 students (College Navigator, n.d.). The college makes extensive use of
internet and computeraided technologies for everything from enrollment, records requests, and
official college communications, to instructional offerings and interactions between faculty and
students. For example, without access to an internet capable computer, students cannot
complete the financial aid award process, nor can they request a copy of their official transcript.
While not required for enollment per say, during the most recent enrollment cycle for the
college’s Certified Nurse Aid program, one of its most popular, all 60 available seats were full
less than five minutes after registration opened at 8:00am on April 4th, 2013. Those who were
most successful in securing seats were those who enrolled online. None of the students who
called to enroll over the phone got a seat. While the college does offer extendedhours technical
support via it’s HelpDesk office, students with low levels of technical savvy or confidence are
less likely to use such a resource for fear of looking foolish or not understanding the help being
offered. These fears can lead a student to abandon his or her college education altogether
(Harrington, 2010).
Black or African American Students make up 6% of the colleges enrollment, while
Hispanic/Latino students make up an additional 6%. Based upon the statistics above from the
2010 U.S. Census regarding personal computer ownership, as many as 861 Black and Hispanic
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 6
students (or 4.1% of total enrollment) at JCCC may lack access to a personal computer at
home. 20% of the college’s student body are receiving federal education support via the Pell
Grant program. The average income of Pell Grant recipients was just $20,302 as of the 200708
academic year (FinAid.org, 2011), placing most if not all firmly in the lowest income bracket of
the Pew Center’s study of socioeconomic status and computer ownership discussed above
(Smith, 2010). Applying that data to the college’s student body suggests that of the college’s
approximately 4,200 students receiving Pell Grants, 1,723 of them (or 8.2% of enrollment) are
unlikely to have access to a personal computer at home.
The impact of these statistics on student success seems born out by the responses
from the college’s Student Development Specialists (SDS) to a recent survey about student
technology use and access. The SDS staff serves as the college’s first line of student support
for issues ranging from admissions, financial aid, and course registration issues, to questions
about how to access the student email system. The author surveyed this staff of twentyone via
SurveyMonkey.com between April 8th and April 12th, 2013. The survey had a response rate of
71.4%. For a complete list of survey questions and results see appendix A.
93.3% of survey respondents indicated that both basic computer literacy and reliable
internet access were either important or very important to a student’s success at JCCC. Further,
more than half indicated working with students who selfidentified as lacking a personal
computer at home at least once every week. 93% of respondents also reported providing very
basic technical support, such as helping students log into their college email accounts or search
the college website, at least once each week. Survey results also appear to indicate some
confusion or disagreement among frontline staff over the applicability of financial aid funds to
technology purchases in the campus bookstore, and where to best direct students for basic
computer training and assistance.
Conclusions
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 7
Further study is needed to better understand the specific scope and dimension of the
digital divide at Johnson County Community College. However, the research conducted for this
case study seems to strongly suggest that the assumptions about technology access and
literacy made by the college in its policy making and educational offerings cannot be supported
by the demographics of the student body, nor the lived experiences of its frontline student
service professionals. Particularly for students of color and low SES students, if the college is to
pursue its vision of “changing lives through learning” (Vision, Mission, and Valued, n.d.), greater
attention needs to be paid to supporting the technology access and literacy needs of its most
vulnerable students.
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 8
References
College Navigator: Johnson County Community College (n.d.). Institute of Education Sciences.
Retrieved from
http://nces.ed.gov/collegenavigator/?q=Johnson+County+Community+College
Field, K. (2012, January 25). Obama highlights education's role in reaching national policy goals.
The Chronicle of Higher Education, Retrieved from
http://chronicle.com/article/ObamaPutsFocusonColleges/130447/
FinAid.org. (2011). Profile of pell grant recipients quick reference guide. Retrieved from
http://www.finaid.org/educators/ProfileofPellGrantRecipients.pdf
Harrington, A. (2010). Adapting to fit the technology: Problems and solutions for
technologybased college classes. Delta Kappa Gamma Bulletin, 76(3), 1219. Retrieved
from http://search.proquest.com/docview/578159177?accountid=2200
Smith, A. (2010, October 14). Americans and their gadgets. The Pew internet and american life
project. The Pew Research Center. Retrieved from
http://pewinternet.org/Reports/2010/Gadgets.aspx
The persisting racial digital divide in ownership of computers at home. (2009). The Journal of
Blacks in Higher Education, (64), 5454. Retrieved from
http://search.proquest.com/docview/195535622?accountid=2200
U.S. Census Bureau (2010). Computer and internet use in the United States: 2010. Retrieved
from http://www.census.gov/hhes/computer/publications/2010.html
Vision, mission, and values. (n.d.). Johnson County Community College. Retrieved from
http://www.jccc.edu/about/visionmissionvalues.html
Young, J. (2013, March 04). Bandwidth divide could bar some people from online learning. The
Chronicle of Higher Education, Retrieved from
http://www.chronicle.com/article/TheBandwidthDivide/137633/
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 9
APPENDIX ASurvey Technology Access & Assumptions at JCCC
21 Staff Members Surveyed, 15 Respondents.
1. Please rate your own comfort level with computers on a scale from 1 – 4. 1 = “VeryUncomfortable, only use basic web browsing and email functions” to 4 = “VeryComfortable, able to navigate most common programs with ease, serve as a resourcefor others on basic tech issues”.
a. Very Uncomfortable 13.33%b. Uncomfortable 6.67%c. Comfortable 53.33%d. Very Comfortable 26.67%
2. Do you own and/or use an internetcapable computer (not a tablet or smartphone) athome?
a. Yes 100%b. No 0.0%
3. On a scale from 1 to 4 with 1 = very unimportant and 4 = very important, please rate howimportant basic computer literacy is to a student’s success here at Johnson CountyCommunity College.
a. Very Unimportant 6.67%b. Unimportant 0.0%c. Important 26.67%d. Very Important 66.67%
4. On a scale from 1 to 4 with 1 = very unimportant and 4 = very important, please rate howimportant reliable access to a computer is to a student’s success here at JohnsonCounty Community College.
a. Very Unimportant 6.67%b. Unimportant 0.0%c. Important 20.0%d. Very Important 73.33%
5. True or False – Students can use a financial aid textbook advance to purchase acomputer or other electronic device via the campus Bookstore.
a. True 57.14%b. False 42.86%
6. Where can a student go to get basic technology literacy training on how to use theequipment sold in the campus bookstore? Select all that apply.
a. The Help Desk 60.00%b. The Campus Bookstore 73.33%c. The Continuing Education Division (for a cost) 86.67%d. The College Credit Courses (for a cost) 80.0%e. Other
i. “Friends, web, training classes/programs w/in community”ii. “The Bookstore would only provide very basic info not actual training”
7. How often do you work with a student either in person or on the phone who indicates theydo not have access to personal computer (they may have a smart phone or tablet, but no
TECHNOLOGY ASSUMPTIONS & ACCESSIBILITY AT JCCC 10
computer)?a. At least once a week 53.33%b. At least once every two weeks to 10 days 13.33%c. At least once a month 20.0%d. Less than once a month 13.33%
8. How often do you receive complaints about a process such as transcript requests or theadmissions application being completed online?
a. At least once a week 86.67%b. At least once every two weeks to 10 days 6.67%c. At least once a month 6.67%d. Less than once a month 0.0%
9. How often do you provide coaching in the Success Center or over the phone on basiccomputer usage issues such as how to access student email, search the collegewebsite, etc.?
a. At least once a week 93.33%b. At least once every two weeks to 10 days 0.0%c. At least once a month 6.67%d. Less than once a month 0.0%
10. Based on your personal experience, which of the following groups are most likely to needtechnical assistance using the college's digital tools and resources? You may select upto three.
a. Students over the age of 55 100%b. Students age 35 55 53.33%c. Students age 2535 20.0%d. TraditionalAge College Students 26.67%e. Students of Color (e.g. African American, Hispanic/Latino, Native American)
13.33%f. Dual Enrolled High School Students 13.33%g. International and/or Immigrant Students 40.0%h. Other
i. “I can't really indicate "most likely." Students from all groups needtechnical assistance.”
ii. “Students who also use Access Services”iii. “The younger aged groups are because they often don't read the
information before trying to enroll or apply, etc.”