Blog 1: Defining the Digital Divide

     My name is Michael Heumann and I’m an American expat who has lived in China my entire adult life as a student and educator of language and art. The past year I have traveled with my family to the U.S. for an extended visit and also utilize this time to pursue my Master’s of Education.

    Although I am studying through a U.S. University, the community I am focused on is Dalian, China, specifically the Jinpu New Area, where I have lived for the past several years and is my wife’s hometown. It is a juxtaposition of rural farming and fishing areas transitioning to high-tech manufacturing, logistics,and tourist markets.

figure 1: local cherries photographed at Jinshitan Beach

    Through this course I hope to be provide support for teachers and students in the rural school areas, where technology use is often limited to entertainment and basic communication. With the plan to return to a school or start my own, I aim to introduce practical digital literacy programs that enhance learning through applied technologies. By integrating tools like cloud collaboration, educational apps, and evaluative protocols into curriculum, students can shift from passive consumers to active creators of technology. Training teachers to confidently use and teach these tools will ensure sustainable impact.

    Over the last ten years Dalian has seen a decreasing population and downward financial trends. This shift has driven many talents and young professionals to larger cities. From 2014-2025 there are 1.9 million decrease in population of the greater Dalian area(China Statistics Press 2025). I have personally felt the downsizing of resources and seen many companies and schools downsize, close completely, with friends and colleagues leaving for opportunities elsewhere. Personally having family engaged in the agricultural and the fishing industry in the Jinpu New Area, many traditional seafood processing and manufacturing families lack the data literacy to use e-commerce analytics or AI-driven logistics to compete with larger firms in the Free Trade Zone. My role may serve as a bridge between these communities and emerging technologies, whether that is in the classroom as an educator, teacher support, or community advocate.

    There is already a strong foundation of digital technology, internet accessibility and government support already in place for even rural schools in China. Many families are also willing to spend more money on education as they recognize its value in promoting social progress (European Commission. Joint Research Centre, 2021). However, there is often a gap between policy and practice for integration of technology and standards for how teachers are to implement them in the classroom. Providing professional development for teachers in Jinpu New Area and connecting ISTE standards such as students exploring local and global issues, and use collaborative technologies to work with others to investigate solutions, could give teacher’s guidance for practical implementation of policy while also bringing awareness to the youth about their home environment ( Crompton & Burke, 2024).

Figure 2: Info graphic created with 豆包

    While internet accessibility is already high in China, the gap in digital skills and high value usage remains a barrier for local families. My plan is to introduce applied digital literacy targets this gap, as research shows that capital-enhancing activities can significantly lighten existing social disparities and prevent disadvantaged groups from falling further behind in the digital economy (Zhao et al. 2025).

    Another critical area of guidance for teachers and students is the ethical use of AI and the risk of becoming over-reliant on tools. I plan to use the knowledge gained in this course and my studies to develop a system of checking and balancing. Evaluating learning goals and the digital tools as an enhancer of original ideas, creativity, and extend learning into the student’s lives. I believe teachers and students in many of the schools in the Jinpu New Area can benefit from structured frameworks that promote critical thinking about technology.

 

 

References:

China Statistics Press (2025). China Statistical Yearbook 2025. China statistical yearbook 2025. https://www.stats.gov.cn/sj/ndsj/2025/indexeh.htm

Crompton, H., Burke, D. The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies. TechTrends (2024). https://doi.org/10.1007/s11528-024-00973-y

European Commission. Joint Research Centre. (2021). Educational technologies in China: Pre and post pandemic lessons. Publications Office. https://data.europa.eu/doi/10.2760/604641

 

Zhao, Yizhang, and Meiying Kuang. 2025. “Digital Divides in China: Evidence from CGSS2005–2021.” Chinese Sociological Review 57(4): 452–513. doi:10.1080/21620555.2025.2475430.