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: Digital Divide
Reflection:
In ITEC 7430, Internet Tools, I created a video to describe the digital divide and how I overcome it as much as possible, and the misconceptions teachers and others have about technology the students have. I created this video using the knowledge I had acquired through the ITEC program and the knowledge I gained before teaching when I worked selling technology. The artifact reflection will show how I modeled and promoted strategies for achieving equitable access.
In the artifact, I describe how the digital divide is more than just access to technology; it is a discrepancy in the ability of different students to use technology effectively. For example, I explain that Teasley is a one-to-one school, but many students leave with the computer to go home and be without the internet. I describe how I modeled and promoted equitable access by recommending Kajeets (mobile hot spots) for the students in this scenario. During creating the artifact, I realized that equitable access went beyond simply having access. To promote and model strategies for using technology-related best practices, I spoke about using Virtual Reality and Augmented Reality sources to engage students, specifically students who do not have the resources to visit the areas in real life. I modeled and promoted strategies for using technology-related best practices to differentiate our students, such as Immersive Reader.
I learned that a one-to-one initiative is fragile and not always the answer. When I researched technology in my school, I realized that the one-to-one imitative could be ending. At this point in the program writing the reflections one-to-one is ending. I am left disappointed. In the video, I describe my thoughts if it ended. If I had this to do over, I would not only present my ideas of why I do not want it to end but recommend solutions for the end. Student interviews would be used if I recreated to have a story embedded in technology used by the student. An account from the student would make the video's message about the digital divide even more powerful.
After completing this artifact, I was part of a leadership meeting where the one-to-one ending was discussed. Having learned about the digital divide, I was so worried that I was driven to try to offer a solution to lessen the broadening of the digital divide. The impact of this can be measured indirectly by what my next steps were. I shared a presentation I created in my Gifted Cohort on Station Rotation Differentiated with my Instructional Leadership Specialist. This presentation was about using stations but how to make a technology-oriented one. My Instructional Lead Specialist and I shared this presentation in the leadership meeting, and I have been told Teasley may do professional development with the staff. Professional development has not been confirmed. If it does happen, we can measure how often teachers are using technology in groups and rotations to promote the use of technology still.
In ITEC 7430, Internet Tools, I created a video to describe the digital divide and how I overcome it as much as possible, and the misconceptions teachers and others have about technology the students have. I created this video using the knowledge I had acquired through the ITEC program and the knowledge I gained before teaching when I worked selling technology. The artifact reflection will show how I modeled and promoted strategies for achieving equitable access.
In the artifact, I describe how the digital divide is more than just access to technology; it is a discrepancy in the ability of different students to use technology effectively. For example, I explain that Teasley is a one-to-one school, but many students leave with the computer to go home and be without the internet. I describe how I modeled and promoted equitable access by recommending Kajeets (mobile hot spots) for the students in this scenario. During creating the artifact, I realized that equitable access went beyond simply having access. To promote and model strategies for using technology-related best practices, I spoke about using Virtual Reality and Augmented Reality sources to engage students, specifically students who do not have the resources to visit the areas in real life. I modeled and promoted strategies for using technology-related best practices to differentiate our students, such as Immersive Reader.
I learned that a one-to-one initiative is fragile and not always the answer. When I researched technology in my school, I realized that the one-to-one imitative could be ending. At this point in the program writing the reflections one-to-one is ending. I am left disappointed. In the video, I describe my thoughts if it ended. If I had this to do over, I would not only present my ideas of why I do not want it to end but recommend solutions for the end. Student interviews would be used if I recreated to have a story embedded in technology used by the student. An account from the student would make the video's message about the digital divide even more powerful.
After completing this artifact, I was part of a leadership meeting where the one-to-one ending was discussed. Having learned about the digital divide, I was so worried that I was driven to try to offer a solution to lessen the broadening of the digital divide. The impact of this can be measured indirectly by what my next steps were. I shared a presentation I created in my Gifted Cohort on Station Rotation Differentiated with my Instructional Leadership Specialist. This presentation was about using stations but how to make a technology-oriented one. My Instructional Lead Specialist and I shared this presentation in the leadership meeting, and I have been told Teasley may do professional development with the staff. Professional development has not been confirmed. If it does happen, we can measure how often teachers are using technology in groups and rotations to promote the use of technology still.