4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)
Artifact: Digital Equity Blog
Reflection:
The artifact, a blog posting about digital equity, was completed during ITEC 7430 Internet Tools in the Classroom. I have included a transcript of the blog posting and a response to one of my peers, as well as linked to the blog posting on this Weebly portfolio. The blog describes my thoughts about digital equity, including research that proves a digital divide does still exist, ways that my school is currently addressing equity issues, and suggestions for improvement in the future.
The artifact demonstrates my ability to model and promote strategies for achieving equitable access to digital tools and resources. For example, my school has recently implemented BYOD as a strategy for promoting increased access to digital tools during the school day. Numerous laptop carts and computer labs available for reservation encourage all teachers to incorporate technology into their lessons and allow for teachers to provide digital tools to students without personal electronic devices. The blog entry also suggests some les common ways of promoting digital access, including collected discarded cell phones with Internet capability from friends and family. These Internet-enabled devices can be used without a data plan if wireless Internet is available. When enough devices are available in the school building and teachers have been appropriately trained on BYOD strategies, all students have equal access to technology-related best practices. School leaders must guarantee that technology is a teacher priority, perhaps by including technology implementation on annual evaluations, to ensure that students receive technology instruction no matter which teachers they have.
The blog entry also considers way to increase students’ access to digital tools at home, including partnerships with local businesses to purchase discarded computers and showing students how to use mobile devices to complete computer-related activities even if they do not have a desktop/laptop computer or home Internet service. Schools can also ensure increased access by reconsidering when computer labs are open outside of school hours. Extended evening hours would help to address the problems that occur when local libraries cut their hours, thus eliminating a key source of free Internet access for many families.
The blog entry helped to remind me that a digital divide does still exist. Even though it is easy to assume that everyone has some form of Internet access, lower-income families truly are at a disadvantage when it comes to digital access, a factor teachers must remember when assigning digital homework or assessing students’ technology literary. Teachers must expect that those students without at-home Internet access may have less technology literacy and may need additional assistance to complete technology activities in class. One addition I would like to add to this blog entry is further examples of how school systems, like Clarke County, are trying to close the digital divide by providing families with low cost access to Internet and home computers. These stories would help to illustrate the importance of community leaders and family involvement in fully implementing technology and increasing students’ technology literacy.
Ensuring digital equity should improve student-learning outcomes. Technology access should not simply be limited to high performing students or those who demonstrate the best behavior; technology should not be a reward or used only as a form of remediation or enrichment. Instead, technology should be incorporated as a research-based instructional strategy that promotes increased student achievement for all students.
The artifact, a blog posting about digital equity, was completed during ITEC 7430 Internet Tools in the Classroom. I have included a transcript of the blog posting and a response to one of my peers, as well as linked to the blog posting on this Weebly portfolio. The blog describes my thoughts about digital equity, including research that proves a digital divide does still exist, ways that my school is currently addressing equity issues, and suggestions for improvement in the future.
The artifact demonstrates my ability to model and promote strategies for achieving equitable access to digital tools and resources. For example, my school has recently implemented BYOD as a strategy for promoting increased access to digital tools during the school day. Numerous laptop carts and computer labs available for reservation encourage all teachers to incorporate technology into their lessons and allow for teachers to provide digital tools to students without personal electronic devices. The blog entry also suggests some les common ways of promoting digital access, including collected discarded cell phones with Internet capability from friends and family. These Internet-enabled devices can be used without a data plan if wireless Internet is available. When enough devices are available in the school building and teachers have been appropriately trained on BYOD strategies, all students have equal access to technology-related best practices. School leaders must guarantee that technology is a teacher priority, perhaps by including technology implementation on annual evaluations, to ensure that students receive technology instruction no matter which teachers they have.
The blog entry also considers way to increase students’ access to digital tools at home, including partnerships with local businesses to purchase discarded computers and showing students how to use mobile devices to complete computer-related activities even if they do not have a desktop/laptop computer or home Internet service. Schools can also ensure increased access by reconsidering when computer labs are open outside of school hours. Extended evening hours would help to address the problems that occur when local libraries cut their hours, thus eliminating a key source of free Internet access for many families.
The blog entry helped to remind me that a digital divide does still exist. Even though it is easy to assume that everyone has some form of Internet access, lower-income families truly are at a disadvantage when it comes to digital access, a factor teachers must remember when assigning digital homework or assessing students’ technology literary. Teachers must expect that those students without at-home Internet access may have less technology literacy and may need additional assistance to complete technology activities in class. One addition I would like to add to this blog entry is further examples of how school systems, like Clarke County, are trying to close the digital divide by providing families with low cost access to Internet and home computers. These stories would help to illustrate the importance of community leaders and family involvement in fully implementing technology and increasing students’ technology literacy.
Ensuring digital equity should improve student-learning outcomes. Technology access should not simply be limited to high performing students or those who demonstrate the best behavior; technology should not be a reward or used only as a form of remediation or enrichment. Instead, technology should be incorporated as a research-based instructional strategy that promotes increased student achievement for all students.