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.