When I was in grad school I did some research on the digital divide and the consequences students face when they have not been given equal access to technology. It was then that I first heard to the term "second layer." It refers to instances where schools have adequate technology resources, yet the resources are used for repetitive drills and point and click tasks rather then for instructional support. At the time, I bought into the argument that the second layer exists partially because there are teachers who have little or no experience with technology. Now that I am working in education, I have a front row seat to observe the second layer, and I have learned that I was wrong in my assumption. From my post-grad viewpoint, the second layer exists not because of technologically inexperienced teachers, but because of an environment that wants a quick fix to "cure" the ails of our underachieving students. Rather than addressing the needs of our learners and working with teachers to address those needs, money is thrown at the latest educational software and hardware with the belief that with money, comes success--let the computer do the instructing, assessing, and reporting and our students will learn like the little robots that we know they are!
It is quite painful to watch and it makes me glad that I grew up during a time that computers were not a part of education. I cannot believe that I am saying this considering how much I love technology! The truth is, I love meaningful teaching and learning experiences more. I am a believer in project-based learning. I love creative thinking and group discussions. And I love it when students use technology to conduct research, to learn new information and skills, and to complete classroom assignments. It makes me giddy.
As one might suspect, the second layer is found predominantly in areas where the "other half" live, with the majority of students being minorities from low-income homes. These students need personal attention and sound instruction, not gimmicks. Technology provides much needed instructional tools, yet it must be used correctly for students to benefit.
