The framework of the ETIPS Digital Equity Cases seems to strive to achieve an equal balance between students’ access and use of technology inside and outside of the classroom setting. While reading the seven principles, I found myself hopeful that teachers can achieve and live up to these principles in their respective classroom and school settings.
The first principle discusses the importance of each student and family receiving equal access to technology within their community settings. Teachers, it states, can help families who do not have technology in their homes by providing them with information about where they can access computers within the community setting, such as Boys and Girls Clubs, libraries, or even by providing families with organization names that donate refurbished computers. In order to figure out which families are in need of such resources, it is recommended that teachers conduct surveys at the beginning of the year to find out the extent of access that each family has. One problem that I would face with this survey in my own classroom setting is the fact that often time, when I send papers home, they do not come back to school signed or completed by parents. It seems that the families that may be in the most need of technology do not have the time to complete a survey as they make work at night. Furthermore, even if we, as teachers, provide families with names of places that have computer access open to the public, these families may not have the transportation to get them there or the time to help their children get there. How do we, as teachers, help these families? I find that I am asking myself these questions with regards to my own classroom population.
The second principle focuses on the importance of educating teachers about how to effectively use technology. This is an extremely important step in contributing to the success of technology use in the classroom. Even if teachers are provided with computers or other forms of technology, they may not know how to use them effectively. Before enrolling in the Educational Technology Masters Program at Fairfield University, I was unaware of many of the tools that exist on the Internet for both teachers and students to use. Though I have been given a list of websites to which we have subscriptions, etc., I did not know of available sites, such as ICONN and other resources to help me as a teacher. Thus, it would seem correct to say that most teachers are unaware of teacher tools on the Internet. Professional development with the use of technology would greatly help teachers to both become more comfortable with using and teaching with technology in addition to showing them the many available programs and tools that can be used with computers. The importance of professional development is often left on the backburner due to things such as budget cuts, etc., and though it may not seem crucial to student progress, without training with technology, students are not learning to their fullest potential. Though it seems that many teachers are resistant to using technology, it might simply be due to the fact that they are not comfortable with it. According to the article, a major national study found that, “fewer than 5% of teachers using technology in their instruction, even though federal studies estimate that 97% of the nation’s classrooms have access to the Internet and computers.” Is this because of lack of teacher training? I think so. In my school, this is definitely the case. There are many teachers that would love to learn how to implement technology, but finding the time and the resources to learn gets in the way.
One step that educators can take in helping each other learn how to effectively use technology in the classroom is by communicating. If teachers do not feel comfortable teaching with or talking about technology, they often become silent. The seventh principle stresses the importance of all teachers to discuss what they feel needs to be done with regards to the use of technology in their schools, so that technology experts can help provide for professional development opportunities. Administrators and technology specialists should make all teachers feel comfortable and encourage all teachers to engage in team meetings, where technology use is discussed. This could help in increasing the comfort levels of many teachers in addition to sharing lessons that have been successful with the use of technology.
After reading about these seven principles, I was left with an important question that may not yet have an answer. Why are teachers held accountable for teaching content and meeting standards but are not yet held accountable for using technology? Will there be a point when students’ knowledge and familiarity are tested on standardized tests? I don’t think the answer in improving technology use in schools lies in testing, but it is an interesting idea for me to think about. Maybe if teachers continue to collaborate and discuss the benefits of technology use when teaching content, a trend will begin and technology use will increase across all student populations.
Annotations
Bridge the Digital Divide. Retrieved from: http://www.bridgethedigitaldivide.com/
This is a website sponsored by CNET Networks and UK charity Computer Aid International that aims to bridge the digital divide across the country. The site can be used to make PC or financial donations or to learn about the digital divide and its effects worldwide. I think that site is one step in the right direction to help fix this problem that exists worldwide.
Worldwide Community Schools (2008). Retrieved from: http://www.myworldwide.org/
Teachers can use this website as a starting point to help students in other countries receive appropriate educations. Support can be given in monetary donations of any amount, which can be put towards building new schools, sponsoring students to go to schools, or giving teachers the tools they need in order to educate students in developing countries. Though the site serves a good purpose, I don’t know how teachers or other individuals would find out about it or be inspired to donate.
The Center for Global Education. Retrieved from: http://www.globaled.us/
This site, managed by Loyola Marymount University, promotes international education to help students understand multicultural awareness. Projects sponsored by this center include study abroad programs, and resources to assist in research about study abroad programs. This Center seems to promote global education to a college aged population.
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