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: ITEC 7430 Equitable Access Blog Entry
Reflection:
The PSC standard and element requires that candidates have an understanding of problems related to lack of access to computers and the internet. The artifact I chose to demonstrate mastery of this standard is a blog entry on my Weebly portfolio created in ITEC 7430. My individual contribution to this artifact was the actual research and writing involved in creating and publishing the blog post.
Equitable access is still a problem for many people, and the resulting effects are cumulative. The "digital divide" has moved beyond a lack of access, to a more insidious problem related to a lack of social capital for those on the wrong side of the divide. These people do not have access to the collective benefits of cooperation and communication between and among groups of people. Extrapolate this lack of social capital and it's easy to visualize how being on the wrong side of the digital divide will put these individuals at a disadvantage as we come to rely more and more on our technology in our daily lives.
As I mention in the post, the research related to the “digital divide” offers strategies and other positive measures schools can provide to those in need of digital access. The blog post points to specific research articles that have examined programs across the country that have begun these measures. With access to this information, I am in position to model and promote strategies for achieving equitable access to digital tools and resources. The knowledge I gained from researching this topic has also made me aware that many teachers may not be aware of the cumulative effects of lack of access. This awareness affords me the opportunity to model and promote strategies for achieving equitable access to technology related best practices for all stakeholders. Sometimes limiting the use of technology could be considered a “best practice.” Teachers in my grade level have differing beliefs about the use of technology. Often, these beliefs about student technology use conflict with other teachers’ beliefs. Ironically, I have found myself occasionally siding with the technology “luddites,” but for different reasons. The research I discovered related to social capital was so compelling that I feel that it is my duty to keep technology access as equitable as possible. If the technology playing field is not level, then technology should not be used as part of classroom instruction.
Through the creation of this artifact I gained insight into how the lack of access to ICT can be a dangerous barrier that may further increase the achievement gap among lower income families, less educated families, and certain minority groups. However, I think I would have been able to produce a stronger artifact if I cited or discussed research that shows that using technology improves student performance and outcomes. As written, there is a presupposition that technology is beneficial to student learning.
I am fortunate to work in a wealthy school system and most of our students have access to technology. I will be able to impact school improvement by making research based suggestions about what we can do to increase access for our school and community members who need it most.
The PSC standard and element requires that candidates have an understanding of problems related to lack of access to computers and the internet. The artifact I chose to demonstrate mastery of this standard is a blog entry on my Weebly portfolio created in ITEC 7430. My individual contribution to this artifact was the actual research and writing involved in creating and publishing the blog post.
Equitable access is still a problem for many people, and the resulting effects are cumulative. The "digital divide" has moved beyond a lack of access, to a more insidious problem related to a lack of social capital for those on the wrong side of the divide. These people do not have access to the collective benefits of cooperation and communication between and among groups of people. Extrapolate this lack of social capital and it's easy to visualize how being on the wrong side of the digital divide will put these individuals at a disadvantage as we come to rely more and more on our technology in our daily lives.
As I mention in the post, the research related to the “digital divide” offers strategies and other positive measures schools can provide to those in need of digital access. The blog post points to specific research articles that have examined programs across the country that have begun these measures. With access to this information, I am in position to model and promote strategies for achieving equitable access to digital tools and resources. The knowledge I gained from researching this topic has also made me aware that many teachers may not be aware of the cumulative effects of lack of access. This awareness affords me the opportunity to model and promote strategies for achieving equitable access to technology related best practices for all stakeholders. Sometimes limiting the use of technology could be considered a “best practice.” Teachers in my grade level have differing beliefs about the use of technology. Often, these beliefs about student technology use conflict with other teachers’ beliefs. Ironically, I have found myself occasionally siding with the technology “luddites,” but for different reasons. The research I discovered related to social capital was so compelling that I feel that it is my duty to keep technology access as equitable as possible. If the technology playing field is not level, then technology should not be used as part of classroom instruction.
Through the creation of this artifact I gained insight into how the lack of access to ICT can be a dangerous barrier that may further increase the achievement gap among lower income families, less educated families, and certain minority groups. However, I think I would have been able to produce a stronger artifact if I cited or discussed research that shows that using technology improves student performance and outcomes. As written, there is a presupposition that technology is beneficial to student learning.
I am fortunate to work in a wealthy school system and most of our students have access to technology. I will be able to impact school improvement by making research based suggestions about what we can do to increase access for our school and community members who need it most.