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 Entry
Reflection:
The artifact that I have decided to use for this standard is the Equitable Access Blog Entry. I created the Equitable Access Blog Entry during the fall of 2013 in ITEC 7430. The blog entry addresses the issue of students from lower economic environments not having access to computers. The entry provides some ideas for teachers and schools concerning ways access can be offered to students who may not have a computer in the home.
Standard 4.1, Digital Equity states, “Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.” This standard acknowledges that equitable access does not exist for all students and establishes the need for schools to find ways to offer technology access to everyone. In the Equitable Access Blog Entry, I offer several solutions for ways schools can offer technology access to all students. The suggestions included schools offering before and after school hours for computer labs, teachers providing students with access to computers in their classroom, and schools allowing teachers to sponsor clubs that promote and provide access to technology. Also, libraries and community centers can offer students access to computers as well.
From completing the Equitable Access Blog Entry, I learned the seriousness of the access gap. My entire career has been in low-income areas. It is important that teachers in low-income areas are sensitive to the access gap and offer students a multitude of ways to gain technology access. This artifact can be improved by providing teachers with professional development that makes them aware of the gap and assist them with strategies they can implement to ensure the gap closes. One strategy is offering students multiple ways to access computers be it before or after school, every other Saturday, or during lunch.
The assignment directly impacted student learning. After completing the assignment, I viewed technology access from a different perspective. The article for the blog entry, helped me to broaden my perspective and gave me some factors to consider when lesson planning. After the assignment, I found myself getting the laptop cart more often at school to ensure my students had “computer time.” Also, I started coming to work earlier so that students could use the computers in my room during breakfast. The blog entry made me more aware of the needs of my students.
The artifact that I have decided to use for this standard is the Equitable Access Blog Entry. I created the Equitable Access Blog Entry during the fall of 2013 in ITEC 7430. The blog entry addresses the issue of students from lower economic environments not having access to computers. The entry provides some ideas for teachers and schools concerning ways access can be offered to students who may not have a computer in the home.
Standard 4.1, Digital Equity states, “Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.” This standard acknowledges that equitable access does not exist for all students and establishes the need for schools to find ways to offer technology access to everyone. In the Equitable Access Blog Entry, I offer several solutions for ways schools can offer technology access to all students. The suggestions included schools offering before and after school hours for computer labs, teachers providing students with access to computers in their classroom, and schools allowing teachers to sponsor clubs that promote and provide access to technology. Also, libraries and community centers can offer students access to computers as well.
From completing the Equitable Access Blog Entry, I learned the seriousness of the access gap. My entire career has been in low-income areas. It is important that teachers in low-income areas are sensitive to the access gap and offer students a multitude of ways to gain technology access. This artifact can be improved by providing teachers with professional development that makes them aware of the gap and assist them with strategies they can implement to ensure the gap closes. One strategy is offering students multiple ways to access computers be it before or after school, every other Saturday, or during lunch.
The assignment directly impacted student learning. After completing the assignment, I viewed technology access from a different perspective. The article for the blog entry, helped me to broaden my perspective and gave me some factors to consider when lesson planning. After the assignment, I found myself getting the laptop cart more often at school to ensure my students had “computer time.” Also, I started coming to work earlier so that students could use the computers in my room during breakfast. The blog entry made me more aware of the needs of my students.