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 artifact I am using for standard 4.1 Digital Equity is the digital divide blog post, created for ITEC 7430. The purpose of the assignment was to analyze, synthesize and research digital divide and digital equity. The blog focuses on these critical issues and how they impact my school, Brumby Elementary School, specifically. Within the blog I address how different subgroups are affected by the digital divide; race, gender, socioeconomic status, students with disabilities (SWD) and English Language Learners (ELL). The blog also contains modeled and promoted strategies for educators in achieving equitable access. My individual contribution to this artifact was the sole creator.
Standard 4.1 Digital Equity requires the candidate to model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. Access to technology at Brumby is plentiful. Where digital equity is challenged at Brumby is reflected in knowledge and comfort level of individual teachers. If a teacher is not comfortable using technology or knowledgeable with tools and programs, students in that classroom will not have equitable access to technology. To model and promote strategies for achieving equitable access to digital tools and resources, Brumby mandated all teachers participate in Microsoft Innovative Educator training (MIE). To model and promote technology-related best practices I offered MIE tutoring classes to teachers who needed extra support. I also administered a school wide web-based math program that I do with kindergarten through fifth grade students. To model and promote the use of digital tools and resources, I also offered teacher support on how to use the web-based program. Another situation that adds to the digital divide at Brumby is the fear of high-stakes assessments. Some teachers are unaware of technology-related best practices and how they can support curriculum-based instruction. Recommendations for improving digital equity at Brumby is providing opportunities for teachers to become comfortable with using technology, ongoing support and training, and researched- based strategies for technology-related best practices.
From completing this artifact, I learned that having an excessive number of technology tools at a school does not exempt you from digital equality or equitable access. Modeling and promoting strategies for achieving equitable access to digital tools and resources can be beneficial in all schools, especially those struggling with digital equity and digital divide. Providing ongoing technology support seemed to be the best promoter of technology-related best practices at Brumby. To improve the quality of this artifact I would have included more information on the digital divide regarding race, gender, SWD, and ELL.
This artifact impacts school improvement, student learning and professional development by becoming aware of digital equity and recommending solutions to promote strategies for achieving equitable access to digital tools and resources. Student learning will increase with the awareness of digital equity. Professional development is also impacted through promoting ongoing technology support. The impact can be assessed by a student and teacher survey inquiring about the use of technology and analyzing the data from those surveys.