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 Post from ITEC 7430, Internet Tools in Education
Reflection: Standard 4.1 is concerned with promoting and achieving
equitable access to digital tools and technology resources for all students.
The artifact that I chose for this standard was my equitable access blog post
from ITEC 7430, Internet Tools in the Classroom. The blog post was an independent
project in which I was tasked with researching equitable access to technology
and writing a blog post to communicate my philosophy and how it relates to my
school.
For the blog post, I chose to focus on the Digital Divide in
developing my philosophy on equitable access. For many years the digital divide
referred to the differential in access to computers and the internet between a
variety of students and teachers of different backgrounds. In the early days of
the internet, the digital divide fell in many rural areas in which internet
access was rare as well as for students from lower socioeconomic status who had
little to no access to technology. In the present, the digital divide still
affects students from low socio-economic backgrounds who do not have regular access
to computers or the internet in their homes, but it also applies to other
students who do not have the same access. Likewise, equitable access can be a concern
when teachers are unfamiliar with up-to-date teaching techniques that utilize
the newest technologies.
The research that I conducted influences me in two main ways. First, the research allowed me a better understanding of the access to technology that my students have. In many cases, I assume that since I teach in a middle-class, suburban school, most if not all of my students will have nearly constant access to computers and the internet. However, a not insignificant portion of my students do not have computers in their homes, and many more do not have consistent access to the internet. Furthermore, while the Bring Your Own Device movement is in full swing, and many students have and use electronic devices in the classroom and at home, many others do not have those devices. I am tasked with using this knowledge to ensure that the technology-enhanced lessons and materials that I plan do not require students to work on them at home. In the case that my lessons do require work at home, I also work to ensure that my students have access to the technology in my classroom before or after school hours or during down time during the school day.
The second impact that the creation of this artifact had on me was that I better understand that students require teachers who have a thorough and up-to-date knowledge of the use of technology in learning. To that end, I have recommitted myself to staying up to date on the latest advancements in educational technology. I also work closely with the professional learning team at my school to share those techniques with other teachers at my school.
In creating the artifact for this standard, I learned a lot about the state of the digital divide and equitable access to technology. Writing the blog post afforded me the chance to complete that research as well as to learn about how my students deal with their access to technology. The knowledge that I gained will help me to allow my students a better understanding of the use of technology in their lives. In the future, I would include a larger variety of references in my research for the blog post. I would also attempt to include more specific examples of students who do not have equitable access to technology tools and digital resources as well as ways to meet their needs.
The immediate impact of the creation of this artifact was to allow me to better understand the needs of my students as well as their access, or lack thereof, to technology tools and digital resources. This understanding helps me to better understand which of my students have access to technology and which do not. With that knowledge I can assist the ones who need access in gaining the access that they need. I can also plan lessons that allow them to access technology at school that they might not be able to use on their own. The creation of the blog post artifact also has the potential to lead to better teacher preparation at my school since I share my knowledge with my colleagues.
The research that I conducted influences me in two main ways. First, the research allowed me a better understanding of the access to technology that my students have. In many cases, I assume that since I teach in a middle-class, suburban school, most if not all of my students will have nearly constant access to computers and the internet. However, a not insignificant portion of my students do not have computers in their homes, and many more do not have consistent access to the internet. Furthermore, while the Bring Your Own Device movement is in full swing, and many students have and use electronic devices in the classroom and at home, many others do not have those devices. I am tasked with using this knowledge to ensure that the technology-enhanced lessons and materials that I plan do not require students to work on them at home. In the case that my lessons do require work at home, I also work to ensure that my students have access to the technology in my classroom before or after school hours or during down time during the school day.
The second impact that the creation of this artifact had on me was that I better understand that students require teachers who have a thorough and up-to-date knowledge of the use of technology in learning. To that end, I have recommitted myself to staying up to date on the latest advancements in educational technology. I also work closely with the professional learning team at my school to share those techniques with other teachers at my school.
In creating the artifact for this standard, I learned a lot about the state of the digital divide and equitable access to technology. Writing the blog post afforded me the chance to complete that research as well as to learn about how my students deal with their access to technology. The knowledge that I gained will help me to allow my students a better understanding of the use of technology in their lives. In the future, I would include a larger variety of references in my research for the blog post. I would also attempt to include more specific examples of students who do not have equitable access to technology tools and digital resources as well as ways to meet their needs.
The immediate impact of the creation of this artifact was to allow me to better understand the needs of my students as well as their access, or lack thereof, to technology tools and digital resources. This understanding helps me to better understand which of my students have access to technology and which do not. With that knowledge I can assist the ones who need access in gaining the access that they need. I can also plan lessons that allow them to access technology at school that they might not be able to use on their own. The creation of the blog post artifact also has the potential to lead to better teacher preparation at my school since I share my knowledge with my colleagues.