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: SWOT Analysis
Reflection:
This artifact is an analysis of strengths, weaknesses, opportunities and threats to our shared vision of technology use. Each of the eight essential conditions are analyzed. After completing the analysis, I provided a conclusion and a recommendation from the gap analysis. A helpful tool for this analysis was the result of the ISTE Lead and Transform Diagnostic Tool. These results can be seen in appendix A. This artifact was created after the shared vision was created. It assisted in the creation of an action plan for the shared vision. I created this artifact after collaborating with colleagues to create a shared vision.
This artifact demonstrates mastery of standard 4.1. The standard states that I can model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. We are really close to having a device for every student in the building. Once we get there, equal access will be a much simpler task. Since we do not currently have a device for every student, we need to be a little more creative to provide that equal access. One strategy that I have modeled and promoted to provide equitable access to digital tools and resources is a sharing program. We have attempted to do this for years with little success. Organization was the missing key. By creating a shared calendar, teachers were able to locate unused devices much easier. This created an environment where teachers were able to get devices when they needed them. Another strategy for creating equitable access is providing access to these tools before and after school every day. I have worked with the blended learning and support team to model and promote strategies for achieving equitable access to technology-related best practices. Together we have created a central location for teachers to access these best practices. This makes it possible for teachers to find and use the strategies.
Through creating this artifact, I have learned much more about digital equity. It is not as simple as putting a giving students access to the same devices during class time. Many other things need to be considered. If work needs to be completed at home, you must consider if students have access to the same devices there. You have to consider if they are have internet at home. You even have to consider if some students have faster internet than others do. There are many more variables related to students having equal access to technology. Their previous experience and comfort with technology even comes into play. Providing equal access is a very complex task. I do not think it is possible for access to ever be equal for all students. I do think it is possible for us to get closer than we are now. If I could change something about this experience, I wish that it had happened sooner. It is completely changed my thinking about how I assign work in my own classroom. A teacher must be aware of digital equity any time that they assign a homework assignment that requires technology.
This artifact impacts school improvement, faculty improvement and student learning. This artifact is an analysis of our school and analyzed our strengths, weaknesses, opportunities, and threats. This has created a conversation that will help us to start thinking about several ways that we can improve. These strengths and weaknesses are also going to help faculty members reflect on their practice and what they need to do to improve. As the school improves and teachers improve student learning is going to benefit. This can be assessed in a variety of ways such as classroom visits or assessment data.
Reflection:
This artifact is an analysis of strengths, weaknesses, opportunities and threats to our shared vision of technology use. Each of the eight essential conditions are analyzed. After completing the analysis, I provided a conclusion and a recommendation from the gap analysis. A helpful tool for this analysis was the result of the ISTE Lead and Transform Diagnostic Tool. These results can be seen in appendix A. This artifact was created after the shared vision was created. It assisted in the creation of an action plan for the shared vision. I created this artifact after collaborating with colleagues to create a shared vision.
This artifact demonstrates mastery of standard 4.1. The standard states that I can model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. We are really close to having a device for every student in the building. Once we get there, equal access will be a much simpler task. Since we do not currently have a device for every student, we need to be a little more creative to provide that equal access. One strategy that I have modeled and promoted to provide equitable access to digital tools and resources is a sharing program. We have attempted to do this for years with little success. Organization was the missing key. By creating a shared calendar, teachers were able to locate unused devices much easier. This created an environment where teachers were able to get devices when they needed them. Another strategy for creating equitable access is providing access to these tools before and after school every day. I have worked with the blended learning and support team to model and promote strategies for achieving equitable access to technology-related best practices. Together we have created a central location for teachers to access these best practices. This makes it possible for teachers to find and use the strategies.
Through creating this artifact, I have learned much more about digital equity. It is not as simple as putting a giving students access to the same devices during class time. Many other things need to be considered. If work needs to be completed at home, you must consider if students have access to the same devices there. You have to consider if they are have internet at home. You even have to consider if some students have faster internet than others do. There are many more variables related to students having equal access to technology. Their previous experience and comfort with technology even comes into play. Providing equal access is a very complex task. I do not think it is possible for access to ever be equal for all students. I do think it is possible for us to get closer than we are now. If I could change something about this experience, I wish that it had happened sooner. It is completely changed my thinking about how I assign work in my own classroom. A teacher must be aware of digital equity any time that they assign a homework assignment that requires technology.
This artifact impacts school improvement, faculty improvement and student learning. This artifact is an analysis of our school and analyzed our strengths, weaknesses, opportunities, and threats. This has created a conversation that will help us to start thinking about several ways that we can improve. These strengths and weaknesses are also going to help faculty members reflect on their practice and what they need to do to improve. As the school improves and teachers improve student learning is going to benefit. This can be assessed in a variety of ways such as classroom visits or assessment data.