Is digital education permitted for incarcerated students?
At this section, we look at various research that explore the
acceptability or permission of digital education in prison and the
extent of the permission/acceptability. Digital education refers to the
use of technology and digital media in the teaching and learning
process. It includes various forms of online learning, such as
e-learning, virtual classrooms, blended learning, and online courses.
Digital education has become increasingly popular in recent years, as
technology has become more accessible and affordable. It has opened up
new opportunities for students and teachers to connect and engage with
learning materials in ways that were previously not possible. Advantages
of digital education include increased access to education, flexibility
in scheduling and pacing, personalized learning experiences, and the
ability to incorporate multimedia and interactive resources into
lessons. However, it also presents challenges, such as the need for
reliable internet access, technological literacy, and the potential for
increased isolation and lack of social interaction.
A number of research conclude that the rate of recidivism will continue
to grow except incarcerated persons are allowed to learn one trade or
the other while inprison. Majority of these researchers suggest that
recidivism will be reduced if incarcerated person could be permitted to
undego formal education so as to help them secure job after they have
been released to the society.
In their 2013 paper, Champion and Edgar discuss the potential benefits
of using information and communication technologies (ICT) in prisons,
particularly in the areas of education, resettlement, and family
connections. They note that the Prisoners Education Trust and the Prison
Reform Trust have worked together to explore ways in which ICT can be
employed more effectively in prisons, with the goal of reducing
recidivism rates. The authors argue that providing access to educational
and vocational training programs through ICT can help prisoners develop
skills and knowledge that may reduce their likelihood of reoffending
upon release. Additionally, they suggest that using ICT to maintain
connections with family members can provide social support and help to
reduce feelings of isolation and disconnection that can contribute to
recidivism. Overall, Champion and Edgar suggest that leveraging the
potential of ICT in prisons may be an effective strategy for reducing
reoffending rates and improving outcomes for prisoners.
Seelig and Rate (2014) presented the report of their investigation on
the barrier confronting the use of digital and online tools in remote
learning to improve the literacy and numeracy of New Zealand prison
inmates. Following discovery of problem mitigating against digital
education for incarcerated students, the authors advised that Open
Polytechnic, in collaboration with the New Zealand Government, should
consider the implementation of digital education for prisoners in order
to give them more opportunities for rehabilitation, and ultimately
prepare them for re-entry into society, the workforce, or further study,
by looking at the benefits and limitations of digital education within
the prison environment.
While jailed students have always encountered numerous barriers to full
and effective involvement in university studies, the major trend toward
paperless e-learning settings had also presented fresh obstacles for
prisoners who do not have direct internet access. Hopkins and Farley
(2014) examined the outcomes, limitations, and difficulties of recent
Australian projects testing novel internet-independent technologies
created to improve incarcerated tertiary students’ access. The authors
argued that that technology-centered approaches by themselves will not
be sufficient to handle the issues of access for students who are
incarcerated unless such initiatives are also guided by a knowledge of
the sociocultural nature of teaching and learning within prison systems.
Incarcerated students are faced with challenges of being excluded in the
digital education due to the cost involved, inability to access the
broadband or prohibition from accessing the internet due to security of
the prison environment (Hopkins and Farley, 2014).
As part of the efforts to solve these problems, Farley (2015 B)
described four projects that attempt to surmount these difficulties by
utilizing eBook readers and tablet computers, as well as creating and
testing a viable and creative learning management system (LMS) called
Stand-Alone Moodle (SAM) for use by incarcerated students. These
technologies allow institutions to provide comparable course materials,
activities, and support to these students as they do to traditional
students, thus further enhancing the standard of the student learning
experience. These technologies were tested in a number of Queensland
correctional facilities and assessed using a design-based research
method. The project’s results and suggestions are being shared to
institutions of learning and correctional facilities across Australia in
order to promote equal educational opportunities for disadvantaged
students.
As universities become more dependent on online course and program
delivery, those without reliable internet or those that are prevented
for the use of internet for learning purpose become increasingly
marginalized. Farley (2015 A) explained a Higher Education Participation
and Partnership Program (HEPPP) project called Making the Connection,
which allows incarcerated students, especially Indigenous students, who
do not have internet access to engage in university programs using an
internet-independent version of USQ’s learning management system and
tablet computers. Farley (2015 A) explained further that the the
technologies, processes, and materials created in this initiative will
be used in the future to give digital access to university courses for
any student who does not have internet access.
Jewkes and Reisdorf’s (2016) research highlights the digital disparities
that inmates face and the potential benefits of providing them with
access to new media for their rehabilitation and reintegration into
society. The authors argue that denying prisoners access to the internet
and social media results in severe social isolation, making them one of
the most technologically backward groups in society. Access to
information and communication technologies is often viewed as a luxury
in prison, and prison officers use it as a tool to exercise soft power
over inmates. However, denying prisoners access to these technologies
may compound the challenges they face when reentering society after
serving their sentences. Ex-offenders already face prejudice and limited
job prospects due to their criminal record, and their lack of digital
skills may further exacerbate their social exclusion. The authors
suggest that providing prisoners with access to new media may help
reduce their social isolation and improve their chances of successful
reintegration into society. By developing digital skills and engaging
with social media, prisoners can establish connections with the outside
world, access educational and employment opportunities, and develop the
skills necessary to succeed in the digital economy. Jewkes and
Reisdorf’s research highlights the importance of addressing the digital
disparities that inmates face and recognizing the potential benefits of
providing them with access to new media for their rehabilitation and
reintegration into society.
In research carried out by Farley and Pike (2016), the authors asserted
that engaging prisoners in education has been identified as a potential
solution to alleviate security risks in prisons. They emphasized that
incarceration often leads to monotony, which can result in frustration,
aggression, and increased risk of injury for staff and other prisoners.
By promoting critical thinking skills, education may reduce re-offending
rates and help prisoners transition back into society. However,
accessing higher levels of education in prisons poses several
challenges. These include limited access to resources, a lack of
qualified instructors, and restrictions on internet and technology
access. Additionally, prison budgets may prioritize security measures
over educational programs. To overcome these challenges, it is necessary
to recognize education’s potential in reducing security risks and to
measure it accordingly. This could involve reallocating resources from
security measures to education programs, prioritizing educational
resources and instructors, and allowing greater access to technology and
the internet. According to Farley and Pike (2016), several projects in
Australia and the UK have introduced digital technologies into prisons
to provide self-paced education opportunities for prisoners. These
technologies include mobile learning devices and virtual classrooms,
allowing prisoners to access educational resources remotely. Such
initiatives have shown promise in reducing recidivism rates and
promoting positive outcomes for prisoners.
Farley and Pike (2016) argue that educating prisoners can reduce the
risk to prison security by addressing the problem of boredom and
dissatisfaction among inmates. They suggest that providing educational
opportunities can foster critical thinking skills and reduce the
likelihood of recidivism. The authors acknowledged the challenges that
higher education in prisons faces, including limited resources and
support, but they argue that valuing education for its potential to
lower risk and evaluating it accordingly could help overcome these
obstacles. Farley and Pike highlight initiatives in Australia and the UK
that use digital technology to provide self-paced education to inmates.
These initiatives have the potential to improve access to education and
reduce recidivism rates. The authors argue that investing in prisoner
education can have significant benefits for prison security and reducing
recidivism rates. By addressing the problem of boredom and providing
opportunities for personal growth and development, educational programs
can help prepare prisoners for successful reintegration into society.
Similarly, Van De Steene and Knight (2017) argued that the digital
transformation is inevitable and will have a significant impact on how
justice is administered and experienced. They suggest that the criminal
justice system needs to embrace this digital revolution and make the
necessary changes to integrate digital tools into their operations. The
authors identify several crucial factors for prison-related digital
transformation, including the need to prioritize the safety of staff and
inmates, as well as the need to put the end-user at the center of the
change. They acknowledge that there are some modest but promising
efforts in many jurisdictions, but important obstacles remain in
integrating digital tools for use by staff and inmates. Van De Steene
and Knight stress the importance of developing digital offerings that
are designed to meet the needs of the end-user. They argue that this
approach will lead to more effective and efficient services and a better
experience for both staff and inmates. Overall, the authors believe that
embracing the digital transformation in the criminal justice system is
necessary for progress and will require a commitment to putting the
end-user at the center of change. By prioritizing safety and designing
digital tools that meet the needs of staff and inmates, prison
organizations can improve their operations and provide better services.
Bradley and Davies (2021) conducted a study to investigate the impact of
the Covid-19 pandemic on the quality of education in prisons. The study
reveals that the Her Majesty’s Prison Service has adopted a restrictive
approach during this challenging time, and education for prisoners has
not been given the priority it deserves. The authors also highlight the
digital gap in prisons, which has been exacerbated by the pandemic. Many
prisoners lack access to technological resources that could enhance
their learning experience, such as online learning platforms, digital
libraries, and educational software. This lack of access has further
hindered the continuity of education for prisoners. In-cell learning,
which refers to the provision of educational resources within a
prisoner’s cell, has also been affected by the pandemic. The study shows
that the pandemic has revealed the lack of technological progress in
this area. Many prisoners still rely on outdated methods of learning,
such as textbooks and worksheets, which are often limited in
availability and scope. The authors argue that the digital gap in
prisons needs to be addressed urgently to improve the quality of
education for prisoners. They suggest that the government should invest
in providing technological resources to prisoners and improving in-cell
learning opportunities. This investment could help to bridge the digital
divide and ensure that all prisoners have equal access to educational
resources.
Conclusively, Bradley and Davies (2021) highlight the need for urgent
action to improve the quality of education in prisons during the
pandemic. The digital gap in prisons needs to be addressed, and
technological resources should be made available to prisoners to enhance
their learning experience. The government needs to prioritize prisoner
education and invest in improving in-cell learning opportunities to
ensure that prisoners have access to high-quality education.