Standard 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 Entry
Reflection:
My blog post, “Equitable Access” discusses the need for Equitable Access in regards to technology in the school setting. To write this blog, I researched equitable access and then research my school and school system’s current demographics- specifically income – to determine the need at my school. Almost 50% of Dawson County Students receive Free and Reduced Lunches because of low-income. Even though it seems that every student has a cell phone or we assume that everyone has Internet access that is simply not the case in Dawson County.
In this artifact, I discuss ways I differentiate my lessons and my classes to provide equitable access to meet student-learning needs. I model and promote various strategies and techniques to allow students to achieve the same outcome. I give students options and allow them to check out iPads. By allowing them to check out iPads, I am providing students with the necessary digital tools and resources to have the same learning experience as any other student. I write passes to the computer labs and give additional time for students who simply need to use the Internet, but just cannot.
In this blog I discuss creating lessons that promote meaningful technology-related best practices for all students are teachers. I want all students to be able to maximize their learning experiences by allowing them to make choices about how they are going to learn the objectives or answer essential questions.
When I wrote this blog, I focused more on resources and digital tools. However, I learned that if a student does not have access to a device at home or have access to Internet, it does not matter which digital tools I use or promote, the student will not be able to accomplish the task. I think it is important to all focus on ways to provide devices and Internet access to all students. If I wrote the blog now, this topic would be a key component of the blog.
Digital tools and resources are now a part of everyday life. By incorporating these tools to facilitate equitable access for all students, the process and the mindset for learning will change. If all students have the opportunity to take advantage of these resources, then this limitation that they cannot help cannot hold them back.
By modeling and promoting technology based best practices that I discuss in the blog, student learning is greatly impacted. Over time, this can be measured in the quality of student work that is submitted when all students have equitable access to technology. This can also be assessed in overall student achievement data after all students have been given the same technologies to utilize. Students’ grades and interest in education in general increase when all students believe that they have equal opportunities.
My blog post, “Equitable Access” discusses the need for Equitable Access in regards to technology in the school setting. To write this blog, I researched equitable access and then research my school and school system’s current demographics- specifically income – to determine the need at my school. Almost 50% of Dawson County Students receive Free and Reduced Lunches because of low-income. Even though it seems that every student has a cell phone or we assume that everyone has Internet access that is simply not the case in Dawson County.
In this artifact, I discuss ways I differentiate my lessons and my classes to provide equitable access to meet student-learning needs. I model and promote various strategies and techniques to allow students to achieve the same outcome. I give students options and allow them to check out iPads. By allowing them to check out iPads, I am providing students with the necessary digital tools and resources to have the same learning experience as any other student. I write passes to the computer labs and give additional time for students who simply need to use the Internet, but just cannot.
In this blog I discuss creating lessons that promote meaningful technology-related best practices for all students are teachers. I want all students to be able to maximize their learning experiences by allowing them to make choices about how they are going to learn the objectives or answer essential questions.
When I wrote this blog, I focused more on resources and digital tools. However, I learned that if a student does not have access to a device at home or have access to Internet, it does not matter which digital tools I use or promote, the student will not be able to accomplish the task. I think it is important to all focus on ways to provide devices and Internet access to all students. If I wrote the blog now, this topic would be a key component of the blog.
Digital tools and resources are now a part of everyday life. By incorporating these tools to facilitate equitable access for all students, the process and the mindset for learning will change. If all students have the opportunity to take advantage of these resources, then this limitation that they cannot help cannot hold them back.
By modeling and promoting technology based best practices that I discuss in the blog, student learning is greatly impacted. Over time, this can be measured in the quality of student work that is submitted when all students have equitable access to technology. This can also be assessed in overall student achievement data after all students have been given the same technologies to utilize. Students’ grades and interest in education in general increase when all students believe that they have equal opportunities.