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: Equitable Access Blog
Reflection:
The blog post on Equitable Access was completed during course ITEC 7430, Internet Tools for the Classroom. This assignment required us to research strategies for achieving equitable access to technology as well as to share what is currently being done in our schools in order to reach this goal. This assignment was completed alone.
Standard 4.1, Digital Equity asks that candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. Before completing this artifact we were asked to read several articles related to the so called “digital divide” that exists in today’s society. What we found is that many of our lower income students do not have access to technology once they leave school. While we cannot control this, it is our responsibility as educators to see that all students have access to the digital tools and resources they need while at school. This artifact promotes strategies for achieving equitable access to digital tools and resources while the students are at school to be sure that even the poorest of our students is technology literate.
Through completing this artifact, I learned much more about the “digital divide” that exists between my students. I also learned more about my school district’s technology plan which includes using grant money to give every student in grades 3-12 access to a laptop. If I were to go back to improve on this artifact, I would do further research on other grant money that may be available to help schools achieve equitable access.
Giving students equitable access to technology can have a huge impact on student learning. First, though, teachers must be trained in how the technology works and how it can be used to improve student learning. Just having the boxes and wires will not be enough to impact how students learn. Faculty development will be an important step in making sure that the technology is being used to engage students and promote higher-order thinking.
The blog post on Equitable Access was completed during course ITEC 7430, Internet Tools for the Classroom. This assignment required us to research strategies for achieving equitable access to technology as well as to share what is currently being done in our schools in order to reach this goal. This assignment was completed alone.
Standard 4.1, Digital Equity asks that candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. Before completing this artifact we were asked to read several articles related to the so called “digital divide” that exists in today’s society. What we found is that many of our lower income students do not have access to technology once they leave school. While we cannot control this, it is our responsibility as educators to see that all students have access to the digital tools and resources they need while at school. This artifact promotes strategies for achieving equitable access to digital tools and resources while the students are at school to be sure that even the poorest of our students is technology literate.
Through completing this artifact, I learned much more about the “digital divide” that exists between my students. I also learned more about my school district’s technology plan which includes using grant money to give every student in grades 3-12 access to a laptop. If I were to go back to improve on this artifact, I would do further research on other grant money that may be available to help schools achieve equitable access.
Giving students equitable access to technology can have a huge impact on student learning. First, though, teachers must be trained in how the technology works and how it can be used to improve student learning. Just having the boxes and wires will not be enough to impact how students learn. Faculty development will be an important step in making sure that the technology is being used to engage students and promote higher-order thinking.