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)
Artifacts: Equitable Access Blog
Reflection:
This blog on Equitable Access was written in my ITEC 7430 class. I had to read articles on the equitable access and the digital divide. I then had to write a blog about my thoughts on the issue and how I would address the issue. In this blog post I how to provide equitable access of digital tools and resources when working with students.
This artifact shows mastery of standard 4.1 because it shows how I model and promote strategies for achieving equitable access to digital tools. In this article I discuss different strategies that I have used to combat equitable access at my school. One strategy I have used is the share buddies. This is where the students with technology share with a student that does not have their own BYOT. This enables everyone to work together and access technology. Another way this artifact shows mastery of the standard is that it shows different resources and technology-related best practices for all students and teachers. In this article I share the resources and types of technology that I use with my students. I discuss some of the best practices for using this technology in the classroom. I also discuss my teaching experience in a situation where equitable access was a problem.
I learned a lot about equitable access from this article. I learned that equitable access is something that all teachers at some time in their career are going to have to consider. I learned that it is important to address this issue upfront because it will help with other issues down the road. I also learned that addressing this issue makes students feel more comfortable using technology and therefore willing to open up and learn more about the curriculum. If given the opportunity to extend this artifact, I would like to include additional strategies for closing the gaps between access and usage for schools that lack technology. This is something that teachers need to know in order for them to address equitable access in their schools.
The work that went into this artifact can impact faculty development. I can use what I learned about equitable access and share it with the faculty. By better understanding equitable access, I am able to model and promote strategies at my school to share resources and devices equally and ensure they are used in ways that support technology-related best practices. The impact of this artifact can be assessed through classroom observations of equitable access to technology in classrooms and discussions with teachers, parents, and students about equitable access.
This blog on Equitable Access was written in my ITEC 7430 class. I had to read articles on the equitable access and the digital divide. I then had to write a blog about my thoughts on the issue and how I would address the issue. In this blog post I how to provide equitable access of digital tools and resources when working with students.
This artifact shows mastery of standard 4.1 because it shows how I model and promote strategies for achieving equitable access to digital tools. In this article I discuss different strategies that I have used to combat equitable access at my school. One strategy I have used is the share buddies. This is where the students with technology share with a student that does not have their own BYOT. This enables everyone to work together and access technology. Another way this artifact shows mastery of the standard is that it shows different resources and technology-related best practices for all students and teachers. In this article I share the resources and types of technology that I use with my students. I discuss some of the best practices for using this technology in the classroom. I also discuss my teaching experience in a situation where equitable access was a problem.
I learned a lot about equitable access from this article. I learned that equitable access is something that all teachers at some time in their career are going to have to consider. I learned that it is important to address this issue upfront because it will help with other issues down the road. I also learned that addressing this issue makes students feel more comfortable using technology and therefore willing to open up and learn more about the curriculum. If given the opportunity to extend this artifact, I would like to include additional strategies for closing the gaps between access and usage for schools that lack technology. This is something that teachers need to know in order for them to address equitable access in their schools.
The work that went into this artifact can impact faculty development. I can use what I learned about equitable access and share it with the faculty. By better understanding equitable access, I am able to model and promote strategies at my school to share resources and devices equally and ensure they are used in ways that support technology-related best practices. The impact of this artifact can be assessed through classroom observations of equitable access to technology in classrooms and discussions with teachers, parents, and students about equitable access.