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: Equitable Access Blog Entry (ITEC 7430)
Reflection:The Equitable Access Blog Entry was completed to demonstrate my ability to model and promote digital tools and resources along with technology-related best practices. For this artifact, I wrote on blog on equitable access in the classroom. The blog was written based on what an ideal classroom and real classroom looked like. An ideal classroom would have a class set of iPads, while a real classroom has little technology available for the entire class to use. To discuss equitable access, I modeled a Bring Your Own Technology (BYOT) activity. Through the implementation of the BYOT activity, I was able to see how many students had access to digital tools and resources. The contributions for this artifact included the writing of the blog, planning for the BYOT lesson, and implementing the BYOT lesson.
This artifact demonstrates mastery by showing the teachers ability to model and promote the use of digital tools and resources. The teacher was able to model a BYOT lesson by promoting students to bring their own digital tool and resource from home. All classes except one were able to bring a technology device from home. The class not able to bring the devices stated that they forgot to bring the tools. The students who forgot were able to use the computers in the classroom, share with other students, or use the teacher iPad to complete the activity. For this activity, the students completed apps to enhance the math content and instructional standards. Theses apps could also be used at home for remediation.
Through the implementation of this artifact, I learned that that all students are not able to bring digital tools from home. There are some students who cannot financially afford to own devices, but some students also chose not to bring the tool to school. To improve this artifact, I would offer students the chance to work with another student or place the students in groups. By pairing or grouping, the students would have equitable access to digital devices or resources while they are modeled or promoted by the students or teacher.
The work that went into creating this artifact impacted the learning of the students. The learning was impacted through the use of digital devices to practice math concepts. The impact was assessed by each student having equitable access to a device or resource. The pairing or grouping of students will allow the students to practice the math concepts will receiving equitable access.
Reflection:The Equitable Access Blog Entry was completed to demonstrate my ability to model and promote digital tools and resources along with technology-related best practices. For this artifact, I wrote on blog on equitable access in the classroom. The blog was written based on what an ideal classroom and real classroom looked like. An ideal classroom would have a class set of iPads, while a real classroom has little technology available for the entire class to use. To discuss equitable access, I modeled a Bring Your Own Technology (BYOT) activity. Through the implementation of the BYOT activity, I was able to see how many students had access to digital tools and resources. The contributions for this artifact included the writing of the blog, planning for the BYOT lesson, and implementing the BYOT lesson.
This artifact demonstrates mastery by showing the teachers ability to model and promote the use of digital tools and resources. The teacher was able to model a BYOT lesson by promoting students to bring their own digital tool and resource from home. All classes except one were able to bring a technology device from home. The class not able to bring the devices stated that they forgot to bring the tools. The students who forgot were able to use the computers in the classroom, share with other students, or use the teacher iPad to complete the activity. For this activity, the students completed apps to enhance the math content and instructional standards. Theses apps could also be used at home for remediation.
Through the implementation of this artifact, I learned that that all students are not able to bring digital tools from home. There are some students who cannot financially afford to own devices, but some students also chose not to bring the tool to school. To improve this artifact, I would offer students the chance to work with another student or place the students in groups. By pairing or grouping, the students would have equitable access to digital devices or resources while they are modeled or promoted by the students or teacher.
The work that went into creating this artifact impacted the learning of the students. The learning was impacted through the use of digital devices to practice math concepts. The impact was assessed by each student having equitable access to a device or resource. The pairing or grouping of students will allow the students to practice the math concepts will receiving equitable access.