When Dr. Michelle Yeo discussed content knowledge blind spots, my mind went toward one of the biggest hurdles some students face: the digital divide. For those unfamiliar with this access challenge, the digital divide is a term used to describe those individuals, communities, or even regions that do not have access to digital technologies. This occurs when students do not have smartphones, computers, tablets, or even access to the internet or have limited experience with these devices. This divide usually consists of issues with access, skills, and/or how it is used. This leads directly to the blind spot I have had to address: digital literacy. 

Digital literacy is a content area that can fall within several majors differently. The basic understanding involves effectively using digital tools and technologies and using critical thinking skills around those tools, content, and technologies. As an English Composition faculty, the sub-category of information literacy and critical thinking around digital content was a blind spot for me. One of the course competencies for my English Composition courses is to generate, format, and edit writing using appropriate technologies. I entered my classroom believing students would be familiar with basic word processing skills and understand how to use Google Docs or Microsoft Word and certainly the use of Canvas. I thought students would be more familiar with the technologies and know how to use the programs better than I would. I was wrong. 

I have been teaching in technology-rich environments for over 20 years, long enough to forget that not everyone has access to or has grown up with these tools. It is easy to forget that being young doesn’t automatically make someone tech-savvy, and being older doesn’t mean someone is tech-averse. It is also easy to forget that my access to technology over the past 20 years is not equal to that of other people, whether students or faculty.    

What I came to realize is that the appropriate technologies, as it is termed in the competencies, are something I am expected to teach. Assuming that students have an awareness of or access to the technologies was my issue, not theirs. So, a change needed to be made. 

This awareness has transformed my teaching approach. I no longer make assumptions about students’ comfort levels with technology. Instead of just listing the digital requirements in my syllabus, I build in time to orient the students to the different technologies at the appropriate time in the semester. I support the students so they don’t feel overwhelmed by the technology, and I never choose a “one-and-done” tool. I scaffold the technology into the lessons so that it becomes a literacy element and provide skills support for those who feel challenged.  

I have developed several practical strategies to address this blind spot. At the start of the semester, I conduct an anonymous survey about students’ experiences with various digital tools I regularly use in my classes. I have curated short tutorial videos for everyday tasks, such as Google Docs or Canvas features, that I expect students to know. If more than one student asks a technology-based question, I create a short tutorial or walkthrough video and post it to the announcements for every student. I also offer students time in my student support hours to review any digital tools as we begin using them. I have incorporated weekly reflection journals that provide the students a back channel to share challenges and recurring issues. I have reviewed my technology use on a semester-by-semester basis to make sure I am not providing an unseen barrier. Most importantly, I make it clear that questions about technology are just as valid as questions about the course content and provide an avenue for anonymous questions to encourage them to ask.    

The main thing to remember is that blind spots are natural, and recognizing a blind spot makes for a better teacher. Regularly stepping back and examining assumptions about what students already know helps to improve the approach and the lessons. And, asking for student feedback through anonymous means reveals more than you might expect.