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.
Artifact: Article: Evaluating Equitable Access and Bridging the Gap
Reflection:
The artifact provided for this standard is an article I wrote about evaluating digital equity. This article was originally written on April 22, 2012 in response to the course learning from ITEC 7430. Appropriately titled, “Evaluating Equitable Access and Bridging the Gap,” this text identifies and describes elements of digital equity and offers suggestions for achieving equitable access in schools. In addition, the contents of this article establish that, despite great effort and attempts, significant digital divides exist in classrooms, schools, and communities across the world.
Standard 4.1 outlines expectations for understanding digital equity. The contents of this article demonstrate understanding of digital equity in theory and in reality. In this artifact, I shared the different ways in which equitable access can be assessed and evaluated, from access to resource to actual usage and implementation of these resources. In addition, I shared strategies for promoting equitable access. Specifically, I focused on the professional development of teachers as an important way to bridge the access gap, by increasing their ability to maximize usage of available resources.
The reading and research that preceded the composition of this article proved to be very enlightening. Before deeply studying this topic, I equated equitable access to simply, equal availability of physical resources. What I learned from this process, and as I shared in this document, is that equitable access is tremendously influenced by teacher preparation and ability to utilize digital resources. While many schools and classrooms have access to similar technology based resources, the usage is often highly dependent on the teacher preferences and ability. This is a digital divide that I had not previously considered. If given the opportunity to extend this artifact, I would like to include additional strategies for closing the gaps between access and usage. It seems that this information would enhance the content and caliber of this document.
The knowledge that I gained from evaluating digital access and equity is a definite asset. By establishing that the digital divide exists, it becomes possible to begin to close the gap. In addition, understanding ways in which access is inequitable helps us move forward with trying to balance access and usage of digital resources in the classroom and in schools. Technology, without question, has the ability to drastically enhance student learning and faculty development. Establishing ways in which this technology can be evenly shared and used is the first step to effective integration for students and teachers.
Reflection:
The artifact provided for this standard is an article I wrote about evaluating digital equity. This article was originally written on April 22, 2012 in response to the course learning from ITEC 7430. Appropriately titled, “Evaluating Equitable Access and Bridging the Gap,” this text identifies and describes elements of digital equity and offers suggestions for achieving equitable access in schools. In addition, the contents of this article establish that, despite great effort and attempts, significant digital divides exist in classrooms, schools, and communities across the world.
Standard 4.1 outlines expectations for understanding digital equity. The contents of this article demonstrate understanding of digital equity in theory and in reality. In this artifact, I shared the different ways in which equitable access can be assessed and evaluated, from access to resource to actual usage and implementation of these resources. In addition, I shared strategies for promoting equitable access. Specifically, I focused on the professional development of teachers as an important way to bridge the access gap, by increasing their ability to maximize usage of available resources.
The reading and research that preceded the composition of this article proved to be very enlightening. Before deeply studying this topic, I equated equitable access to simply, equal availability of physical resources. What I learned from this process, and as I shared in this document, is that equitable access is tremendously influenced by teacher preparation and ability to utilize digital resources. While many schools and classrooms have access to similar technology based resources, the usage is often highly dependent on the teacher preferences and ability. This is a digital divide that I had not previously considered. If given the opportunity to extend this artifact, I would like to include additional strategies for closing the gaps between access and usage. It seems that this information would enhance the content and caliber of this document.
The knowledge that I gained from evaluating digital access and equity is a definite asset. By establishing that the digital divide exists, it becomes possible to begin to close the gap. In addition, understanding ways in which access is inequitable helps us move forward with trying to balance access and usage of digital resources in the classroom and in schools. Technology, without question, has the ability to drastically enhance student learning and faculty development. Establishing ways in which this technology can be evenly shared and used is the first step to effective integration for students and teachers.