Digital Divide on Emergent Readers in the Last Mile Schools

Abstract

This study explored how the teacher-participants described the experiences of the emergent readers from the last miles schools on the digital divide in the Nueva Ecija Division, Philippines, which are composed of Congressional Districts I, II, III, and IV. The study used a Qualitative Descriptive research design, with in-depth interviews conducted with ten (10) teacher-participants to generate qualitative data. Given the challenges and consequences of the digital divide on emergent readers, most pupils lag in their reading skill development. Teachers find it is hard to establish communication during distance learning without digital learning tools and an internet connection. Young pupils were unable to enhance their skills through distance learning without the involvement of parents and the usage of technology. The study's findings revealed four (4) themes: (1) exploring the background of the emergent readers, (2) calculating the learning process, (3) facing challenges and impacts, and (4) directing the digital divide as they form the central idea on how digital divide affects the lives of the emergent readers in the last mile schools amidst the pandemic. The researcher proposed a reading program using the rechargeable portable audio speaker as a strategy for the reading development skills of the emergent readers.