Artifact: Equitable Access Blog Entry
Reflection:
During ITEC 7430 (spring 2015), we critiqued many internet tools that are currently being used in the classroom and also took a careful look at access to technology. I looked at several different articles to gather research about equity in the classroom.
In this blog post, I define digital equity and suggest how teachers model and promote strategies to ensure that each student has every resource they need to be successful. I also provide research that reflects the differences in students that regularly have access to technology versus the students who do not. Although technology makes a huge difference in education, it should be used cautiously. Technology-related best practices indicate that teachers should not simply use technology as a "filler" to their lesson plan. However, they should use digital tools and resources to do something that encourages critical thinking skills and further research. Additionally, the post gives insight to my personal views about digital tools and resources in the school system and the classroom.
My concluding paragraph makes a concise, yet through summary when it states," As teachers, we must be cognizant of this digital divide and scaffold our instruction to help our students who do not have access to technology. Connect Learning has an awesome video that give teachers ideas on how to provide equitable access in the classroom. No matter what, teachers must be understanding of the diverse settings students are coming from and strive to meet their students' individual needs.'' This was one of my "lightbulb" moments in the master's program. Yes, we need to be cautious of the digital divide that places an invisible chasm between our students, but we also must be cautious that we are not simply placing students in front of technology for the sake of doing so.
Learning this lesson has been beneficial for my students and I. After beginning this program, I have pushed myself to ask many questions before implementing an online activity in my classroom. I ask,"Is this providing something that I couldn't teach in a traditional classroom environment?" "Is this the best use of our class time?" "Will the students stay focused on our learning targets while completing this project?" After asking these questions, it really makes me evaluate what my goals and if my students best interests are being considered. Because I have learned this lesson, I can become part of closing the digital divide by providing my students quality technology lessons that help them acquire and develop their 21st century learning skills.
Reflection:
During ITEC 7430 (spring 2015), we critiqued many internet tools that are currently being used in the classroom and also took a careful look at access to technology. I looked at several different articles to gather research about equity in the classroom.
In this blog post, I define digital equity and suggest how teachers model and promote strategies to ensure that each student has every resource they need to be successful. I also provide research that reflects the differences in students that regularly have access to technology versus the students who do not. Although technology makes a huge difference in education, it should be used cautiously. Technology-related best practices indicate that teachers should not simply use technology as a "filler" to their lesson plan. However, they should use digital tools and resources to do something that encourages critical thinking skills and further research. Additionally, the post gives insight to my personal views about digital tools and resources in the school system and the classroom.
My concluding paragraph makes a concise, yet through summary when it states," As teachers, we must be cognizant of this digital divide and scaffold our instruction to help our students who do not have access to technology. Connect Learning has an awesome video that give teachers ideas on how to provide equitable access in the classroom. No matter what, teachers must be understanding of the diverse settings students are coming from and strive to meet their students' individual needs.'' This was one of my "lightbulb" moments in the master's program. Yes, we need to be cautious of the digital divide that places an invisible chasm between our students, but we also must be cautious that we are not simply placing students in front of technology for the sake of doing so.
Learning this lesson has been beneficial for my students and I. After beginning this program, I have pushed myself to ask many questions before implementing an online activity in my classroom. I ask,"Is this providing something that I couldn't teach in a traditional classroom environment?" "Is this the best use of our class time?" "Will the students stay focused on our learning targets while completing this project?" After asking these questions, it really makes me evaluate what my goals and if my students best interests are being considered. Because I have learned this lesson, I can become part of closing the digital divide by providing my students quality technology lessons that help them acquire and develop their 21st century learning skills.