Digital Equity
AIM for Digital Equity
Bowser, G., & Zabala, J. S. (2012). AIM for Digital Equity. Learning & Leading with
Technology. 39(7), 16-19.
This article discussed the advantages that digital textbooks, textbook supplements, and other materials could have for struggling learners. It offered many different suggestions for differentiating learning for many types of students. The article stated that “struggling readers and students with disabilities could see enormous benefits from the use of malleable and flexible digital materials. … If the haste to produce marketable digital materials results in little or no attention to broad usability, it is possible that the move to digital materials will create new barriers to access, participation, and achievement for these students.” It also said that “Flexible digital materials provide unparalleled opportunities to gain the information students need to achieve curricular goals. When given the support they need to develop knowledge and skills in the use of digital materials, technology-savvy teachers can integrate digital text and other accessible formats into classroom routines and activities in ways that generally do not require major shifts in their instructional practices.” This is a well understood concept at this point, but the authors provided some concrete examples in the article about how these accessible instructional materials (AIM) can help to reach digital equality. The authors stated, “if a student needs specialized formats of published textbooks, it is highly likely that they also require specialized formats of other printed materials used for instruction. By ensuring that electronic formats and technology devices are accessible, well-informed, and collaborative, leaders can move toward digital equity to enhance educational opportunities and outcomes for all students.”
A National Consideration of Digital Equity
Davis, T., Fuller, M., Jackson, S., Pittman, J., & Sweet, J. (2007). A National
Consideration of Digital Equity. Learning & Leading With Technology, 35(2), 48.
This publication discusses digital equity and how it is not only between those who have the technology available and those who do not, but also those who know how to use it and those that do not. “Digital equity is defined as equal access and opportunity to digital tools, resources, and services to increase digital knowledge, awareness, and skills. When considering the role of technology in development of the 21st century learner, digital equity is more than a comparable delivery of goods and services, but fair distribution based on students’ needs. While achieving digital equity is a challenge, one should look to the causes of the digital divide and to the various strategies suggested by experts in the field to provide guidance to those dedicated to promoting digital equity.”
One thing I found interesting in this article was a quote from Dr. Chen that says, “the word teacher has often been equated with instructor, meaning the one who holds the information and shares it with his or her students. He offers a different definition that characterizes the teacher as manager of educational experiences.” This is something that many teachers are striving for in their classrooms. The publication stated that there were two principles necessary to move toward digital equity: “the student must be viewed as a stakeholder in the learning process and collaboration is critical to promoting digital equity.”
To help bridge the gap, the document offered five strategies to help make progress toward digital equity:
1. Legitimize the significant role culture plays in students’ educational experience.
2. Continue to challenge perceptions about the role of technology in education.
3. Encourage others to recognize the critical link between technology professional development and classroom practice.
4. Create opportunities for students to access technology outside of the classroom.
5. Continue to seek funding for technology in spite of challenges.
One thing I found interesting in this article was a quote from Dr. Chen that says, “the word teacher has often been equated with instructor, meaning the one who holds the information and shares it with his or her students. He offers a different definition that characterizes the teacher as manager of educational experiences.” This is something that many teachers are striving for in their classrooms. The publication stated that there were two principles necessary to move toward digital equity: “the student must be viewed as a stakeholder in the learning process and collaboration is critical to promoting digital equity.”
To help bridge the gap, the document offered five strategies to help make progress toward digital equity:
1. Legitimize the significant role culture plays in students’ educational experience.
2. Continue to challenge perceptions about the role of technology in education.
3. Encourage others to recognize the critical link between technology professional development and classroom practice.
4. Create opportunities for students to access technology outside of the classroom.
5. Continue to seek funding for technology in spite of challenges.
Digital Equity in Education
Nunes-Dore, L. (2007). Digital Equity in Education. Retrieved from
http://imet.csus.edu/imet9/portfolio/nunes_luci/251/postersession/digital
equity/homepage.html
This is a website that provides a basic overview of digital equity and offers some solutions as well. “In simple terms, digital equity means all students have adequate access to information and communications technologies for learning and for preparing for the future-regardless of socioeconomic status, physical disability, language, race, gender, or any other characteristics that have been linked with unequal treatment.” The issues that this website contributes to digital equity are: “students have limited computer access, classrooms that have internet connection are not using it, and students from low income households are at a disadvantage in technology access.” If interested, the website advertises a “Digital Equity Tool Kit” that includes ideas on content creation, cultural relevance, effective use, quality content, and technology resources. The solutions provided by this website are:
1. Legitimize the significant role culture plays in students' educational experience.
2. Continue to challenge perceptions about the role of technology in education.
3. Encourage others to recognize the critical link between technology, professional development and classroom practice.
4. Create opportunities for students to access technology outside the classroom.
5. Continue to seek funding for technology in spite of challenges.
1. Legitimize the significant role culture plays in students' educational experience.
2. Continue to challenge perceptions about the role of technology in education.
3. Encourage others to recognize the critical link between technology, professional development and classroom practice.
4. Create opportunities for students to access technology outside the classroom.
5. Continue to seek funding for technology in spite of challenges.
Educators wrestle with digital-equity challenges
Pierce, D. (2008, July 7). Educators wrestle with digital-equity challenges. eSchool
News. Retrieved from http://www.eschoolnews.com/2008/07/07/educators-
wrestle-with-digital-equity-challenges/
This article discusses the findings and results from the Digital Equity Summit held on July 1, 2008. Although this is an older article, many of the findings are still valid and present today. The author quoted a few different people, one of which was Paul E. Resta, the director of the University of Texas at Austin’s Learning Technology Center. Resta said, “The digital divide is traditionally defined in terms of internet access, but it is really a part of a broader divide that contributes to the social and economic exclusion of people.” Resta also gave a list of six “essential conditions” for digital inclusion:
1) basic literacy skills
2) access to information and communications technology devices, software, and connectivity
3) access to culturally relevant content in the student’s local language
4) the ability to create, share, and exchange digital content
5) access to eucators who know how to use digital tools and resources in pedagogically sound ways
6) access to effective leadership in policy and planning.
The author said, “closing the so-called digital divide is about much more than providing access to computers and the internet, it’s about providing all the opportunities for learning that technology affords.” The author gave statistics in the article about the number of families with high-speed internet access in their homes, but since the article is a few years old, so the specific numbers were left out of this summary, but one of the glaring statements that stuck out in the article. The author stated that many parents said they were not online because “they’re afraid of the dangers lurking on the web”
1) basic literacy skills
2) access to information and communications technology devices, software, and connectivity
3) access to culturally relevant content in the student’s local language
4) the ability to create, share, and exchange digital content
5) access to eucators who know how to use digital tools and resources in pedagogically sound ways
6) access to effective leadership in policy and planning.
The author said, “closing the so-called digital divide is about much more than providing access to computers and the internet, it’s about providing all the opportunities for learning that technology affords.” The author gave statistics in the article about the number of families with high-speed internet access in their homes, but since the article is a few years old, so the specific numbers were left out of this summary, but one of the glaring statements that stuck out in the article. The author stated that many parents said they were not online because “they’re afraid of the dangers lurking on the web”