Standard 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:
Reflection:
ITEC 7430
Equitable Access Blog Entry
The Equitable Access Blog Entry was completed to help me gain a clearer understanding of how the lack of access to the internet and computers at home affects learning. I did not truly understand that the majority of students do not have internet and computers at home before I became a teacher. Through the completion of this blog assignment, I gained an understanding of strategies that promote equitable access to digital tools and resources for students.
Through the development of this Equitable Access Blog Entry, I had the opportunity to view a few videos to provide me with knowledge on equitable access in the classroom and lack thereof. I also read the required readings concerning managing equitable access to technology in the classroom. After watching the videos and completing the required readings, I reflected on the material and digital equity in my school.
After the completion of the Equitable Access artifact, I have come to a clearer understanding of the digital divide and how it affects students academically. While watching the video titled "If You’ve Never Heard of the “Homework Gap” and learned that 50% of students said they were unable to complete homework assignments because they do not have access to the internet nor a computer at home. In the video, the students were provided with different rounds of questions. During the first round, the students were all provided the same resources to assist them in answering the questions they were asked. During the second round, one group of students were provided with laptops and tablets, and the other group of students was provided encyclopedias and other books. Still, both groups were asked the same questions. The group that had the technology devices answers all questions quickly and correctly and the group with the books did not obtain the answers to the questions before the group gave the answers with the technology devices. The students were divided by a curtain, so the groups of students could not see one another. When the curtains were pulled back, the group of students with the books quickly realized that the other group of students had technology devices to help find their answers, which was the reason why they found the answers so fast, and all were correct. The students realized that one group had an unfair advantage over the other group with the technology devices.
Additionally, this scenario quickly summed up digital equity amongst students and gave a clear visual of the unfair advantage students are faced with when given assignments to complete when some have access to the internet and digital tools, and others do not, but is required to have access to effective get their work completed. However, my school provides digital equity by providing students with 1:1 Chromebooks and working internet while at school, students cannot take the Chromebooks home. Since I have digital equity in the classroom, I make sure that all computers are working and there are a few extra computers, so if a student computer does not properly operate at the moment, the student is allowed to use another Chromebook. I always assign an allotted time for students that provide the opportunity to work on assignments in class only, giving them adequate time to complete their assignments without the pressure of working at home to complete the tasks.
I understand that I must use strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students. Which is why I choose to assign activities in the classroom and provide students with ample time to complete their assignments.
Although this blog artifact cannot be assessed, it has had a significant impact on my pedagogical practices. I have also learned to assist teachers in implementing technology-related best practices activities that meet the needs of students and learning standards.
References:
SoulPancake. (2017, December 08). If You've Never Heard of the 'Homework Gap' This Video Will Shock You. Retrieved from https://www.youtube.com/watch?v=yqkAlwGsxwE
ITEC 7430
Equitable Access Blog Entry
The Equitable Access Blog Entry was completed to help me gain a clearer understanding of how the lack of access to the internet and computers at home affects learning. I did not truly understand that the majority of students do not have internet and computers at home before I became a teacher. Through the completion of this blog assignment, I gained an understanding of strategies that promote equitable access to digital tools and resources for students.
Through the development of this Equitable Access Blog Entry, I had the opportunity to view a few videos to provide me with knowledge on equitable access in the classroom and lack thereof. I also read the required readings concerning managing equitable access to technology in the classroom. After watching the videos and completing the required readings, I reflected on the material and digital equity in my school.
After the completion of the Equitable Access artifact, I have come to a clearer understanding of the digital divide and how it affects students academically. While watching the video titled "If You’ve Never Heard of the “Homework Gap” and learned that 50% of students said they were unable to complete homework assignments because they do not have access to the internet nor a computer at home. In the video, the students were provided with different rounds of questions. During the first round, the students were all provided the same resources to assist them in answering the questions they were asked. During the second round, one group of students were provided with laptops and tablets, and the other group of students was provided encyclopedias and other books. Still, both groups were asked the same questions. The group that had the technology devices answers all questions quickly and correctly and the group with the books did not obtain the answers to the questions before the group gave the answers with the technology devices. The students were divided by a curtain, so the groups of students could not see one another. When the curtains were pulled back, the group of students with the books quickly realized that the other group of students had technology devices to help find their answers, which was the reason why they found the answers so fast, and all were correct. The students realized that one group had an unfair advantage over the other group with the technology devices.
Additionally, this scenario quickly summed up digital equity amongst students and gave a clear visual of the unfair advantage students are faced with when given assignments to complete when some have access to the internet and digital tools, and others do not, but is required to have access to effective get their work completed. However, my school provides digital equity by providing students with 1:1 Chromebooks and working internet while at school, students cannot take the Chromebooks home. Since I have digital equity in the classroom, I make sure that all computers are working and there are a few extra computers, so if a student computer does not properly operate at the moment, the student is allowed to use another Chromebook. I always assign an allotted time for students that provide the opportunity to work on assignments in class only, giving them adequate time to complete their assignments without the pressure of working at home to complete the tasks.
I understand that I must use strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students. Which is why I choose to assign activities in the classroom and provide students with ample time to complete their assignments.
Although this blog artifact cannot be assessed, it has had a significant impact on my pedagogical practices. I have also learned to assist teachers in implementing technology-related best practices activities that meet the needs of students and learning standards.
References:
SoulPancake. (2017, December 08). If You've Never Heard of the 'Homework Gap' This Video Will Shock You. Retrieved from https://www.youtube.com/watch?v=yqkAlwGsxwE