Equity of Access
EDTECH Editor-Jones
Good evening,
I just subscribed to EDTECH and am currently a student working on my
California teaching credential in English. I am taking a computers for
educators class and we have been discussing equity of access. I was
wondering, how are any of your schools ensuring that students have equal
access to computers and the Internet? It seems like it could be
challenging, so I would love to see some examples. Thanks!
Christy Pon
christ...@gmail.com
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SIGNOFF EDTECH
EDTECH Editor-Jones
At our continuation high school we have three computers in every classroom and we treat them like centers, the students rotate through for projects. We also have students rotate through a computer lab once a week; the computer liaison/teacher works with teachers one on one to develop our computer skills so we integrate technology into our lesson plans. The tech liaison also presents tech mini-lessons at staff meetings.
Part of equity I believe is the ability to develop teacher skills so that they feel comfortable with tech integration. If teachers don't feel comfortable they are less likely to use the computer as a learning tool or to allow students to use the tech as well.
Along with having computer centers, we have three computer lab and a rotating computer
cart. Two math labs are built into the classrooms, these are utilized by the math content teachers to enhance math instruction. The computer cart (mobile lab) and the traditional computer lab with desktop computers have language arts rotating through on a weekly basis. Some language arts teachers take their classes on a weekly basis while others use it biweekly or monthly. As students move on to senior year, they are using the computer several times a week because the senior humanities and science teachers have moved on to cloud computing. A student can not graduate from our school without the ability to conduct research on-line and off-line; writing and editing a document going through the writing cycle and collaborating with peers and instructors; creating a slide show, podcast and or digital mini-movie. As a teach the exit teachers share their expertise and help one another develop their personal tech skills.
To
close our computer lab is open during lunch time and after school for students who are interested in completing classroom work, projects or exploring their interested within the internet agreement guidelines.
I am sure not all students use computers in the same way but we try arduously to provide access to all students.
EDTECH Editor-Jones
Christy,
This may not be exactly what you are looking for, but Maine is working to address this topic at the state level as well as within individual districts and schools. Equity of access is one of the five core operational goals of the Maine Learning Technology Initiative (MLTI), through which the state funds provides individual laptop computers to every 7th and 8th grade public school student and teacher in Maine, and expanded this past year with an optional high school program. For more information see http://maine.gov/mlti/index.shtml .
Good luck with your search, and enjoy teaching!!
Peter
______________
Peter Tierney-Fife
Education Development Center (EDC) - Maine Office
36 Brunswick Avenue
Gardiner, ME 04345
Ph/fax: 207 588-5024
EDC Newton http://www.edc.org
REL-NEI http://www.relnei.org
EDC in Maine http://maine.edc.org
EDTECH Editor-Jones
Christine,
I think your question needs a bit of clarification. Do you mean equity among students, classes, or schools? These are different challenges. I'm not sure that ensuring student-to-student equity is something a school can achieve, particularly when you consider that students spend 30 hours or so a week in school, versus 138 hours a week out of school. We have no control over the quantity or quality of student access to computers and the internet outside of school. As for class-to-class or school-to-school equity, that is dependent on the school or district commitment to providing equitable access. Keep in mind that equitable is not the same as equal. Thus, I might have one school with two computers in every classroom, and another school with no classroom computers, but several labs, yet each is providing about the same amount of available time per student. There are an awful lot of factors which go into providing equitable access, including classroom size, available connection speed, filtering policies etc. Some of these are enabling factors, and some are inhibiting factors. If one school has two labs with 20 computers each, and another school has one lab with 40 computers, are they the same? What if each school has an average class size of 25, does that make a difference in your thinking? What if one school has a lab of 40 computers and the other has two mobile carts, each with 20 laptops?
Another question is vertical equity. Should there be similar access from grade to grade within a school or district? Do 1st grade students need technology access equal to that needed by middle school or high school students? Many districts move computers downward--new computers are placed in secondary schools, and moved to elementary schools after three years or so. Do elementary schools need the same number of computers per student as secondary schools?
None of the above addresses differences in teacher ability and motivation. One teacher may have a dozen computers in her classroom, and yet do nothing fruitful with them. Another may have only a single computer, but make great use of it.
Equity and access should be a driving consideration in school and district technology planning.
M G Durrant
Daggett School District
Manila, UT
EDTECH Editor-Jones
A related question.Should each teacher be given the same computer
configuration.even if one or more teachers does not want to use computers
and another teacher is dying to have as much technology as possible in the
classroom? It may be equal to give everyone the same amount of technology
but is it equitable, given how much the technology would be (not) used?
John T. Thompson, Ph.D.
Associate Professor
Educational Technology Program
Computer Information Systems Dept.
Chase 208, Buffalo State College
1300 Elmwood Avenue, Buffalo, NY 14222
(716) 878-3531 <mailto:thom...@buffalostate.edu>
thom...@buffalostate.edu
"Not everything that is faced can be changed. But nothing can be changed
until it is faced."
- James Baldwin
P Please consider the environment: Do you really need to print this e-mail?
EDTECH Editor-Jones
Having been both a high school English teacher for 33 years, the last
6 out of 7 as the school technology coordinator, I can tell you what
we offered students. We tried to make sure there were at least 4
computers in every classroom, as well as setting up 4 math labs (14
computers in each), 2 reading labs (10 computers in each), 2 small
school labs (28 computers in each), 1 general purpose and test prep
lab (28 computers), 1 special education lab (28 computers), and 14
computers in the library. At many schools where there are computers
available, the teachers are not provided ongoing professional
development in technology integration and the administration may not
support technology integration. At my school, our principal was more
concerned with the number of computers versus how they were used. For
him, technology was forced upon him by Central Office and pushed by
me. We were often at loggerheads about it. I wanted to upgrade, to
obtain maintenance contracts to support my work, and professional
development. And he fought me every step of the way and then
advertised my job.
There's a lot of politics involved. Many principals need to show the
community and the area officers that there are several computers in
the classroom, even if the teacher doesn't know how to maintain the
equipment nor use them to enhance instruction. These computers were
often vandalized by students, because for those teachers the computers
were a distraction, a challenge they did not want. They interfered
with instruction.
The problem is multi-dimensional. If a teacher is tech savvy and uses
his or her computers to engage students in projects, students in the
next room would not have access to that classroom's computers, and
maybe not even to the ones in their room, because the teachers doesn't
know how to manage the use of technology. So what does equal access
mean? Some teachers will remain after school on their own time and
keep their computers available for their own students, but not other
students. Some libraries, where computers may be available to
students, have non-tech oriented librarians, and these computers tend
to break down more frequently and the librarians not as willing to
allow the students to use the computers after school.
I can tell you that my non tech principal never wanted to discuss how
technology would be used in the school. There never was a vision nor
ongoing discourse about its use. I tried to implement policies and
work with my colleagues to maintain the equipment, upgrade it, and
share my expertise. About a dozen of my colleagues embraced what I
offered and supported me, while most were relatively indifferent. They
just wanted their work station where they managed attendance and
grades to be working. Equal access must be addressed along with other
aspects of how technology is used and maintained in the school.
Gary Latman
> From: Christine Pon <christine....@gmail.com>
>
> Good evening,
>
> I just subscribed to EDTECH and am currently a student working on my
> California teaching credential in English. I am taking a computers for
> educators class and we have been discussing equity of access. I was
> wondering, how are any of your schools ensuring that students have equal
> access to computers and the Internet? It seems like it could be
> challenging, so I would love to see some examples. Thanks!
>
> Christy Pon
EDTECH Editor-Jones
I just read the report of the 3rd year implementation of the Texas 1:1
laptop program. This program is being touted as a success - which having
read the actual report outrages me.
All of the students were given laptops. So great equity of access. But after
3 years, the computers were being used in classrooms *once or twice per
month!*
My focus is on effectively managing Internet use to prevent misuse - as the
age at which students appear to be learning they can bypass the filter to
get anywhere to do anything seems to be plummeting.
I was speaking with our district's assistant superintendent the other day.
He had visited a classroom in the district's 1:1 laptop building. The
students were studying math. Yeah, they were all using their laptops. But
the instruction that was being provided was not, in his opinion, doing
anything to increase the student's understanding of math concepts. These
were 3rd graders, studying fractions. His opinion was that they should have
been working with manipulatives. I agree.
So the issue should not be equity of access. The focus needs to be on
appropriateness and effectiveness of instructional use of available
technology.
Nancy
>>> From: Christine Pon <christ...@gmail.com>
>>>
>>> Good evening,
>>>
>>> I just subscribed to EDTECH and am currently a student working on my
>>> California teaching credential in English. I am taking a computers for
>>> educators class and we have been discussing equity of access. I was
>>> wondering, how are any of your schools ensuring that students have equal
>>> access to computers and the Internet? It seems like it could be
>>> challenging, so I would love to see some examples. Thanks!
>>>
>>> Christy Pon
--
Nancy Willard, M.S., J.D.
Center for Safe and Responsible Internet Use
http://csriu.org
http://cyberbully.org
http://cyber-safe-kids.com
http://csriu.wordpress.com
nwil...@csriu.org
Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social
Aggression, Threats, and Distress (Research Press)
Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn to Use the
Internet Safely and Responsibly (Jossey-Bass)
EDTECH Editor-Jones
Ouch. That's one of the dirty little secrets about technology in education
today.It's not as simple as build it and they will come (i.e., buy tech and
it will get used effectively). If local taxpayers ever knew how much
technology was gathering dust instead of being used as was stated/promised
when it was purchased, there'd be a whole lot more upset taxpayers than we
already have. So as Nancy states, it's not all about buying the boxes, but
about having those expensive boxes used as intended. Of course, we first
need the tech. Otherwise, we're mirroring The Music Man and learning to use
tech by the "think" method. Why is the situation the way it is? We all know
why (e.g.., insufficient time and training) but we seem to be powerless to
change course. Each district needs its own "music man" to see the error of
his/her ways and do it the right way.
John
John T. Thompson, Ph.D.
Associate Professor
Educational Technology Program
Computer Information Systems Dept.
Chase 208, Buffalo State College
1300 Elmwood Avenue, Buffalo, NY 14222
(716) 878-3531 <mailto:thom...@buffalostate.edu>
thom...@buffalostate.edu
"Not everything that is faced can be changed. But nothing can be changed
until it is faced."
- James Baldwin
P Please consider the environment: Do you really need to print this e-mail?
> From: Nancy Willard <nwil...@csriu.org>
EDTECH Editor-Jones
Christy-
I am fortunate to work in a building that is only three years old so
we have a advantage when it comes to technology because we could plan
it into the infrastructure rather then "retro fit" technology into an
older building.
Our building is designed around wing labs. Each wing of classrooms
has 15 computers in the common areas between the classrooms. We also
have 3 dedicated computer labs and another area in the Media Center.
Wing labs are open before and after school and students have access to
the media center before and after schools also. We have additional
computers in the fitness center, band and choir wings. Our building
is both hard wired and wireless. Our high school has around 1,200
students and we have not had much of an issue with computer access.
Our student population is also 25% free and reduced lunch so it is
very important that we provide access at school. Many of our students
do not have access at home.
Good Luck with your teaching future - it is an outstanding profession!
Scott Tiedens
> From: Christine Pon <christ...@gmail.com>
>
> Good evening,
>
> I just subscribed to EDTECH and am currently a student working on my
> California teaching credential in English. I am taking a computers for
> educators class and we have been discussing equity of access. I was
> wondering, how are any of your schools ensuring that students have equal
> access to computers and the Internet? It seems like it could be
> challenging, so I would love to see some examples. Thanks!
>
> Christy Pon
> christ...@gmail.com
---
EDTECH Editor-Jones
What I said:
> So the issue should not be equity of access. The focus needs to be on
> appropriateness and effectiveness of instructional use of available
> technology.
And from the same EdTech Digest:
> *Cases on Innovations in Educational Marketing: Transnational and
> Technological Strategies*
>
> Growing global competition for quality education, technology and
> collaboration is playing a paramount role in redefining and re-strategizing
> institutions to achieve a competitive advantageous international position.
> Educational institutions need to reorient their approach in a highly
> aggressive and demanding environment which is fraught with numerous
> educational programs with international campuses and virtual learning
> spaces. These institutions are thus emerging as educational corporate
> entities with a bouquet of academic programs as products endeavoring to
> augment their presence world wide with the innovative technological and
> transnational strategies. Hence, the future is for these organizations which
> possess differentiated and technologically innovative educational programs
> along with distinctive support services.
>
> This book will present a collection of cases on innovations in the field of
> educational marketing from transnational and technological perspectives. It
> will address the prominent issues of marketing, governing the entire
> education sector with the following as its principle objectives:
>
> a. To present a comprehensive volume of institutional
> cases on educational marketing and their technological and transnational
> strategies;
>
> b. To provide the audience a comparative analytical perspective of educational
> marketing approaches for quality centered international education; and
>
> c. To highlight how the advancements in technology are being utilized for
> marketing and forging partnership for international multi campus educational
> establishments in order to expand their reach.
In the field of Internet safety watch out for law enforcement and
organizations funded by DOJ. In other areas, watch out for marketers who are
trying to convince your administration that without all of those expensive
computers they are behind.
Oh and BTW, look here: http://newbay.ebookhost.net/k12/intel/3/
In this ebook - sponsored by a tech company (whowouldathought) - is a report
the aforementioned Texas 1:1 laptop program where the computers were used in
the classrooms once or twice a month - reported as a successful
implementation!
Nancy
--
Nancy Willard, M.S., J.D.
Center for Safe and Responsible Internet Use
http://csriu.org
http://cyberbully.org
http://cyber-safe-kids.com
http://csriu.wordpress.com
nwil...@csriu.org
Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social
Aggression, Threats, and Distress (Research Press)
Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn to Use the
Internet Safely and Responsibly (Jossey-Bass)
---