Bridging the digital divide in Saskatchewan’s remote education

The digital age has transformed education, allowing for unprecedented access to information and learning opportunities. However, in Saskatchewan, remote education faces significant challenges due to the digital divide. Two critical factors contribute to this gap: the lack of stable and affordable internet connectivity and the scarcity of personal computers and digital devices. 
 

Unstable and unaffordable
The pandemic’s lockdown transition to remote education has highlighted the crucial role of internet connectivity in learning. Unfortunately, many students in Saskatchewan struggle with unstable and unaffordable internet access. Despite efforts from telecommunications companies to improve digital infrastructure, the lack of a provincial strategy for teaching digital literacy and computer science skills exacerbates the digital inequity, leaving many students in rural Saskatchewan disconnected from their virtual classrooms. The federal government’s Digital Literacy Exchange Program is a step in the right direction, but a comprehensive provincial strategy is still needed to close this gap.​

Jay Wilson, a professor of education from the University of Saskatchewan, notes that “the default is to ‘put it on the web’ without full consideration of user access.” Digital or online-only resources mean that some students cannot fully access their education. “It’s similar to a library [reducing its] hours,” explains Wilson. “The information is there, but learners are unable to access it.”

This lack of connectivity is more than an inconvenience – it has profound educational implications. Students unable to join live classes miss out on real-time interactions and immediate feedback from teachers. They often struggle to keep up with assignments, participate in discussions, and engage with multimedia resources that are integral to modern education. 

The University of Saskatchewan’s transition to remote education during the COVID-19 pandemic highlighted significant disparities in digital access between urban and rural students. According to an article from the university titled “Going Remote: How USask Rallied Together in the Face of the Pandemic” by Kim Fontaine, students in rural and remote areas faced considerable challenges due to unreliable internet connections and limited access to digital devices. These issues not only affected their ability to participate in remote learning effectively but also widened the gap in academic performance and long-term educational opportunities compared to their urban counterparts.
 

Computer and digital device scarcity
While internet connectivity is a significant hurdle, access to personal computers and digital devices is another critical barrier. Many families in Saskatchewan cannot afford the necessary technology for remote education, forcing students to rely on inadequate or shared devices.

Dr. Kelsey Shields’ dissertation on distance learning highlights this issue, noting that the scarcity of personal devices significantly hampers students’ ability to participate in online learning. “Schools are doing their best to provide devices in classrooms,” says Wilson. “Many students, but not all, have some form of [personal] device” that they often use due to a lack of “properly funded technology plans for schools.” She adds that “common barriers include the cost of new technology such as smartphones. Also, families may share devices, so a tablet or laptop may need to service all the needs in a household, and a student cannot use the tech when they need to.”

This situation necessitates scheduling educational activities around the availability of a shared device, disrupting learning routines, and reducing the effectiveness of online education. This issue is further compounded in households with multiple school-aged children, each requiring access to digital tools for their respective classes. Wilson stressed that such barriers can significantly hinder students’ ability to engage consistently in remote learning.

This scarcity creates a profound educational disparity between students who have access to the necessary digital tools and those who do not. Students who lack their own personal devices cannot fully engage in online learning, miss out on crucial educational experiences, and fall behind their peers. This issue is particularly acute for low-income families, who may need to prioritize basic necessities over technology, further exacerbating the problem.
 

Educational consequences
The unequal gap between students with reliable internet and devices and those without became particularly evident during the COVID-19 pandemic lockdowns, which forced a rapid shift to online learning.

As Wilson reflects, “the pandemic forced most learning to go solely online. This shift … exposed students to the possibilities of online learning and developed a broad range of skills in many users who had previously not engaged in learning this way. However, it also showed the extra effort needed … and how technology can be isolating and unidirectional.”

Students with limited access to technology and internet connectivity are disadvantaged when it comes to developing essential digital skills that are increasingly important in the modern workforce. A lack of digital literacy can limit career prospects and perpetuate cycles of poverty and inequality.
 

Efforts to bridge the divide
The University of Saskatchewan has been proactive in addressing digital disparities among its students. According to Wilson, the institution has implemented various support systems to help bridge digital access challenges. Emergency funds and scholarships are available to students for purchasing necessary technology, and Access and Equity Services provides technology assistance based on needs assessments. These measures ensure that students have the tools they require to participate in remote learning effectively, although these resources are often prioritized for those with the most pressing need​. 

Another initiative is SaskTel’s ongoing efforts to expand high-speed internet access across the province. Their investment in expanding broadband infrastructure is highlighted by their Rural Fibre Initiative, which aims to bring high-speed internet to over 200 communities in Saskatchewan by 2027. This includes an additional $80 million investment to expand SaskTel infiNET service to another 61 communities, ensuring that more than 22,000 homes and businesses gain access to advanced fibre optic broadband connectivity​​. Community organizations and non-profits are also stepping in to fill the gap, and programs that refurbish and distribute used computers to low-income families are gaining traction, providing essential tools for students who might otherwise be left out of the digital learning environment.

Some of these programs include: 

SaskTel’s participation in the national Connecting Families Initiative, a program initiated by the Government of Canada that aims to provide low-cost internet services and refurbished computers to low-income families. This program is managed by Innovation, Science and Economic Development Canada (ISED), while internet service providers (ISPs) such as SaskTel bear the expense of offering the discounted plans.

Computers for Schools Saskatchewan is part of the larger Computers for Schools Plus (CFS+) initiative across Canada. The program refurbishes donated computers and distributes them to schools, libraries, registered not-for-profits, and Indigenous communities. Families can access these services through partnerships with local organizations and schools that identify and refer students in need. 

reBOOT Canada is a non-profit  that refurbishes and sells used computers to low-income families for between $165 and $295. Through their reLAY program, they form partnerships with other organizations to provide free internet to communities. In 2023, they partnered with Cisco to provide free internet for the Fond du Lac Denesuline First Nation in northern Saskatchewan.

However, achieving comprehensive coverage requires sustained effort and funding. Despite these significant investments, continuous work and financial resources are necessary to fully bridge the gap in digital access and ensure all students and residents can benefit from improved digital access. Moreover, the demand for such programs often outstrips the supply, underscoring the need for broader, systemic changes.
 

Long-term solutions
Wilson emphasizes the need for long-term systemic changes to address the digital inequity in remote education. “Wi-Fi … should be provided as a public service,” he states. “If you live in a larger urban centre, there are options, or you can access through local libraries and other public locations, but not everyone can travel to these places, and it is not convenient when you need information in specific contexts.”

Governments, educational institutions, and the private sector must collaborate and invest in digital infrastructure and access programs to ensure all students have the necessary tools for online learning. This includes subsidized internet access for low-income families, grants for purchasing digital devices, and investment in community tech hubs where students can access resources.

Educational policy reforms are also essential. Incorporating digital literacy into the curriculum from an early age can help bridge the skills gap and ensure that all students are prepared for the demands of the digital world. Teacher training programs must also be enhanced to equip educators with the skills needed to deliver effective online instruction and support students in navigating digital platforms.

The invisible roadblocks surrounding remote education in Saskatchewan are formidable but not insurmountable. The lack of stable and affordable internet connectivity and the uneven distribution of personal computers and digital devices are critical barriers that require immediate and long-term solutions. Through collaborative efforts, innovative policies, and sustained investment, it is possible to narrow the technological disparity and create a more equitable educational landscape for all students in Saskatchewan.