Opinion: Equitable learning requires expanding broadband access

“I can’t understand you Athena,” I said, practically yelling. “You sound like you are underwater. Try turning off your camera, maybe that will help...now you are a slow robot. Can you respond in the chat? Athena?! Can you hear me?”

Since September, this is typically how the conversation has gone each time Athena, one of my students, has tried to participate in class over Zoom. While other students can ask questions, Athena must have her camera off and microphone muted, with only the chat to communicate. Her lack of reliable internet connectivity has severely impeded her ability to participate in class. Many of my students who have connectivity issues are in similar situations; too many family members are trying to learn and work remotely at the same time and bandwidth can’t keep up. Most students who don’t have broadband access come from families who cannot afford it.

The challenges brought about by COVID shine a light on disparities in internet access. A little over a year ago, students without home internet service would work on assignments using school computers and WiFi. Students who couldn’t come early, stay late, or work through lunch at school already faced additional barriers to learning. Now that all students have to learn remotely, these barriers have become exacerbated. For students like Athena, lack of access to reliable internet has meant lack of access to learning.

My district has taken steps to address the lack of broadband accessibility. All students have been issued a device, WiFi buses are parked in high-need areas of the city, and students have mobile hotspots. But although hotspots can deliver internet access, they aren’t perfect. Often students can't connect to synchronous lessons effectively, screens freeze or are glitchy, and students have to turn off their camera so that their sound might work better.

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We must do more for our learners. We must support the expansion of high quality, affordable broadband to ensure equitable learning opportunities for every student in our classrooms.  

COVID has taught us that online learning comes with many benefits. Students and teachers can navigate online learning platforms and various apps to document, revise, create and share work electronically.  Students have access to their teachers, they can email them to ask questions, or reach out for extra support. Students who are fearful of in-person instruction, cope with illness, care for siblings, or work to contribute to family income, have access to instruction and content, even though they are not physically present in class.  

When we return to school in the fall, we must build on our progress. Now that students have devices and internet access, the next step is to improve and expand that access. The Texas Education Agency is working to address learning loss from the past year with the implementation of accelerated programming. No doubt online learning will be part of the plan, which will only work if students can access it.

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We must support and implement legislative policy such as HB 5 and SB 5 that expands high-quality, affordable broadband across the state. All students must have access to teachers and curriculum, regardless of whether they sit within the concrete walls of a school building. Creating a state broadband infrastructure is important, but it is also essential to ensure digital access and readiness for all children, no matter where they are learning from.

Last week, Athena came back to campus for the first time for face-to-face instruction. I was so glad she finally got to answer a question and I was able to hear her response. Now we just must make sure that I can continue to hear her if she’s learning remotely.

Castañón-Hernandez is the middle and high school theatre director and fine arts department chair at the Ann Richards School for Young Women Leaders in Austin.