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)
students and teachers. (PSC 4.1/ISTE 5a)
Artifact: Equitable Access Blog Entry - ITEC 7430
Reflection:
The equitable access blog is a great artifact for standard 4.1. The blog models and promotes strategies teachers and schools can use to ensure equitable access of digital tools and resources for all students. The blog addresses two factors that need to be addressed: providing students with equitable access at home and at school.
Research shows that there is a digital divide in home access among students. As reported by Common Sense Media (2011), “There is a large digital divide in home computer access among young children. Nearly three out of four (72%) 0-8-year-olds have a computer at home, but access ranges from 48% among those from low-income families (less than 30,000 a year) to 91% among higher-income families (more than 75,000 a year).” Hohfel, Ritzhaupt, and Barron (2009) report a strong correlation between home computers with increased academic achievement in language arts and mathematics. Barron, Walter, Martin, and Schatz (2009) explain that the digital divide was originally defined as the access to these devices, but over time has developed into a more multidimensional construct capturing the inequities in how people use computing tools and how skilled they are.
This artifact demonstrates mastery of standard 4.1 because it addresses the need for equitable access for all students and how to make it a reality. Equitable access to digital tools in the homes of all students is not possible; however, there are a few things schools can do to help bridge this gap. Hohfel, Ritzhaupt, and Barron (2009) suggest schools allocating resources by allowing students to take home digital devices. This would allow family members access to computers and software that would otherwise not be possible. Schools could also hold a lab night where students and parent work together at computers. Workshops could be held to help educate parents on the importance of computer literacy while providing hands on experiences for them to develop these skills. The use of grants, donations, and partnerships between schools and community organizations could establish off-campus computer labs or centers. These facilities could be used to provide families access as well as informal and formal instruction on how to use technology tools.
To construct the blog posting on equitable access to digital tools, research was conducted on equitable access and ways to narrow the digital divide. Conducting this research was a true learning experience because my school has many students who do not have access to digital tools at home. Many of the suggestions that were included in the blog are strategies that could be implemented in schools to help bridge the gap. To improve this blog, resources could have been linked to provide schools with additional activities that could be used for parent/student lab nights and workshops.
Achieving equitable access to digital tools and resources is important for student achievement. In order to prepare our students to be twenty-first century learners, we have to prepare them with the technological skills they will need to be college and career ready. Teachers, parents, and students could be asked to participate in an annual survey to evaluate how well the school is providing equitable access to digital tools for all students.
Barron , B., Walter, S., Kennedy-Martin, C., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers &
Education 54, (54), 178 - 189.
Common Sense Media (Fall 2011). Zero to eight: children's media use in America.
Hohlfield, T., Ritzhaupt, A.D. & Barron, A.E. (2010). Connecting schools, community, and family with ict: four year trends related to school level and ses of public schools in Florida. Computers & Education, (55), 391-405. Retrieved from
www.elsevier.com/locate/compedu
Reflection:
The equitable access blog is a great artifact for standard 4.1. The blog models and promotes strategies teachers and schools can use to ensure equitable access of digital tools and resources for all students. The blog addresses two factors that need to be addressed: providing students with equitable access at home and at school.
Research shows that there is a digital divide in home access among students. As reported by Common Sense Media (2011), “There is a large digital divide in home computer access among young children. Nearly three out of four (72%) 0-8-year-olds have a computer at home, but access ranges from 48% among those from low-income families (less than 30,000 a year) to 91% among higher-income families (more than 75,000 a year).” Hohfel, Ritzhaupt, and Barron (2009) report a strong correlation between home computers with increased academic achievement in language arts and mathematics. Barron, Walter, Martin, and Schatz (2009) explain that the digital divide was originally defined as the access to these devices, but over time has developed into a more multidimensional construct capturing the inequities in how people use computing tools and how skilled they are.
This artifact demonstrates mastery of standard 4.1 because it addresses the need for equitable access for all students and how to make it a reality. Equitable access to digital tools in the homes of all students is not possible; however, there are a few things schools can do to help bridge this gap. Hohfel, Ritzhaupt, and Barron (2009) suggest schools allocating resources by allowing students to take home digital devices. This would allow family members access to computers and software that would otherwise not be possible. Schools could also hold a lab night where students and parent work together at computers. Workshops could be held to help educate parents on the importance of computer literacy while providing hands on experiences for them to develop these skills. The use of grants, donations, and partnerships between schools and community organizations could establish off-campus computer labs or centers. These facilities could be used to provide families access as well as informal and formal instruction on how to use technology tools.
To construct the blog posting on equitable access to digital tools, research was conducted on equitable access and ways to narrow the digital divide. Conducting this research was a true learning experience because my school has many students who do not have access to digital tools at home. Many of the suggestions that were included in the blog are strategies that could be implemented in schools to help bridge the gap. To improve this blog, resources could have been linked to provide schools with additional activities that could be used for parent/student lab nights and workshops.
Achieving equitable access to digital tools and resources is important for student achievement. In order to prepare our students to be twenty-first century learners, we have to prepare them with the technological skills they will need to be college and career ready. Teachers, parents, and students could be asked to participate in an annual survey to evaluate how well the school is providing equitable access to digital tools for all students.
Barron , B., Walter, S., Kennedy-Martin, C., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers &
Education 54, (54), 178 - 189.
Common Sense Media (Fall 2011). Zero to eight: children's media use in America.
Hohlfield, T., Ritzhaupt, A.D. & Barron, A.E. (2010). Connecting schools, community, and family with ict: four year trends related to school level and ses of public schools in Florida. Computers & Education, (55), 391-405. Retrieved from
www.elsevier.com/locate/compedu