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:
Current Reality Report
Reflection:
Current Reality Report was an assessment of technology-related practices and equitable access to digital tools and resources in the school. The document was an evaluation of the current reality in the school that was aligned with the essential conditions defined by the International Society of Technology in Education (ISTE). The artifact was a summary of strengths and weaknesses for eight essential conditions, listed possible threads for improving the conditions, and suggested opportunities for improvement of the current reality in the school.
One of the essential conditions assessed in the process was equitable access for all stakeholders to technology tools and resources available in the school. Multiple prospects for obtaining more resources and providing equal opportunities to all members of the school community were identified in this area. However, it was noted that not all teachers in the school provided technology-enhanced learning to their students. Therefore, students in this fluent school did not have equitable access to technology tools and resources because it strictly depended on teachers’ professional choices. To change the current reality, suggestions were made to engage teachers in ongoing, job-embedded professional learning and individual coaching and co-teaching practices to improve the situation and achieve more equitable access to technology-related best practices for all students and teachers.
Evidence showed that students could have equitable access to digital resources during school hours because of the large number of technological gadgets and well-established infrastructure available to them. However, many students in the school had limited access to technology, specifically Internet connectivity, at home. These students were not able to access online courses in itsLearning, the online learning management system, to participate in ongoing learning opportunities in after-school hours. To equalize the access to technology resources and tools, a grant was written to provide students with Kajeets, devices that provided a free filtered network connection for students at home.
The process of assessing the current reality in the school and developing a Strengths, Weaknesses, Opportunities, and Threats (SWOT) plan could play an essential role in designing a school improvement and professional development plans to meet the needs of the staff. The document could be used to collaboratively evaluate the goals for improvement, discuss strengths and weaknesses of the current state, and act upon opportunities. This artifact would promote equable access to digital tools and resources and technology-related practices to all students and teachers in the school.
It could be more powerful to complete this type of assessment with all members of the instructional leadership team in the school. Diverse perspectives and beliefs about technology’s place in education and its value in the school could only strengthen the evaluation outcomes and help develop strong school improvement and professional learning plans.
Current Reality Report was an assessment of technology-related practices and equitable access to digital tools and resources in the school. The document was an evaluation of the current reality in the school that was aligned with the essential conditions defined by the International Society of Technology in Education (ISTE). The artifact was a summary of strengths and weaknesses for eight essential conditions, listed possible threads for improving the conditions, and suggested opportunities for improvement of the current reality in the school.
One of the essential conditions assessed in the process was equitable access for all stakeholders to technology tools and resources available in the school. Multiple prospects for obtaining more resources and providing equal opportunities to all members of the school community were identified in this area. However, it was noted that not all teachers in the school provided technology-enhanced learning to their students. Therefore, students in this fluent school did not have equitable access to technology tools and resources because it strictly depended on teachers’ professional choices. To change the current reality, suggestions were made to engage teachers in ongoing, job-embedded professional learning and individual coaching and co-teaching practices to improve the situation and achieve more equitable access to technology-related best practices for all students and teachers.
Evidence showed that students could have equitable access to digital resources during school hours because of the large number of technological gadgets and well-established infrastructure available to them. However, many students in the school had limited access to technology, specifically Internet connectivity, at home. These students were not able to access online courses in itsLearning, the online learning management system, to participate in ongoing learning opportunities in after-school hours. To equalize the access to technology resources and tools, a grant was written to provide students with Kajeets, devices that provided a free filtered network connection for students at home.
The process of assessing the current reality in the school and developing a Strengths, Weaknesses, Opportunities, and Threats (SWOT) plan could play an essential role in designing a school improvement and professional development plans to meet the needs of the staff. The document could be used to collaboratively evaluate the goals for improvement, discuss strengths and weaknesses of the current state, and act upon opportunities. This artifact would promote equable access to digital tools and resources and technology-related practices to all students and teachers in the school.
It could be more powerful to complete this type of assessment with all members of the instructional leadership team in the school. Diverse perspectives and beliefs about technology’s place in education and its value in the school could only strengthen the evaluation outcomes and help develop strong school improvement and professional learning plans.