In terms of education, the fact is that there is not 100 percent equity in every classroom. Whether it’s economic, intellectual, or social, students come from all different backgrounds and possess all different characteristics. They always have. In the last few years, however, much more focus has been put on digital or technological equity and a strong push has been made to ensure that every student has access to tech tools that help them grow. This is important not only because technology affords students with enriched learning opportunities, but it also helps prepare them for a lot of the challenges they’ll go on to face. And, making sure each student has an equal chance at getting ready for this kind of future is something that educators must keep in mind.
Strategies to Ensure Digital Equity
If you think about learning in today’s climate, much of it involves computers or devices and, of course, the Internet. Internet access and the speed we’ve come to rely on are pretty much taken for granted at this point in time, but there are plenty of students who have never fully enjoyed these luxuries. Unfortunately, some schools are able to provide their students with the latest technologies and, in other cases, kids might not be able to continue using them once they’re home from school. While the technology gap in schools is continuing to get smaller, not as much progress has been made in terms of what students can access from home. This comes back to that economic gap as research has shown that students in households with a yearly income of less than $35,000 go without access to the Internet about 35 percent of the time, which, unfortunately, hinders their opportunity to grow and experience 21st century opportunities.
To combat some of the digital equity issues that students face, school leaders and teachers first need to be able to identify those specific challenges. Since technology is so common nowadays, educators might not realize that some students don’t have it at their fingertips whenever they need it. For students who don’t have it constantly by their side, this could result in late or missing assignments or a lower quality of work, which ends up creating greater challenges for them in the long run. Knowing each student’s situation is important and determining it can be as simple as passing out a survey and finding out what students are able to do at home. If you’re not sure students will understand the questions, maybe creating a similar survey for parents to fill out could work, but keep in mind that they might be embarrassed to answer completely truthfully in some cases.
One attainable solution could be to make sure that all assignments are universally accessible so that technology or a lack of it does not ever come into play. Even if students do all have the same access to the Internet, they might not all have the same understanding of it, which could also result in poor work or incomplete assignments. One solution to this is the flipped classroom model, through which students would only use technology at home to explore content rather than answer questions and turn in graded assignments. This could supplement their knowledge on a topic and then teachers can help them put that knowledge to use in the classroom. Finally, in any case, teachers should always be mindful of how they model digital tools and skills to their students and make it a point to promote the importance of searching for, validating, and communicating information efficiently. Hopefully, this can serve as a solid starting point for bringing all students closer together in terms of access to technology.
Improving Classroom Digital Equity
In many cases, the tech equity issue isn’t necessarily a factor for when students are physically present at school. There is technology in their classrooms or libraries (however much there is) and each student presumably has equal access to it. It’s once they return home from school that there persists more of a problem. Obviously, using technology for both in-class and at-home learning is very much routine and most of us consider technology to be universally accessible. We tend to assume that everybody is connected, but the fact remains that not everyone is and relying on this connection for learning outside of the classroom can’t always be counted on completely. Teachers have gone as far as saying that the learning of their students would be as much as one third less productive if they were trying to complete it without the help of a computer and/or the Internet. Yet, it’s still apparent that many of today’s assignments require these components and it’s not likely that this trend will subside.
Since teachers cannot control the technology access their students have outside of the classroom, focusing on their in-class experiences is the most logical way to close this gap. First, educators need to come to an understanding of each of their students’ tech capabilities and any concerns they might have when it comes to access, competencies, or anything else. If students know that their teachers are aware of any limitations they might have and will consider that throughout their instruction, it could go a long way in easing some of their apprehensions. Additionally, if teachers are thinking about trying out a new online app or platform for assigning work to students, they should give it a try for themselves first. This will help illuminate any connectivity issues, illustrate what kind of devices the app works best on, and whether or not it is still accessible if the connection is not great. Little things like this seem simple but are important to ensure that every child in the classroom is receiving equal opportunities.
Another good practice is to establish clear communication with students and work with them to determine a tech equity vision. This means that students should be involved in how tech is used in their at-home assignments and their feedback should be considered. This will help educators learn more about any challenges they face and also help students see how technology is a great tool for helping them learn. One final option is for teachers to revisit their homework policies based on what they learn about their students’ access to technology. Giving students a longer period of time to work on online assignments could be helpful since they can often find a way to get them done with more time—especially if they have time on the weekend. Consistency can also help students who are faced with these kinds of challenges, so working with other educators to establish a clear policy might wind up being really helpful. Just remember to keep student capabilities and restrictions in mind and you’re off to a good start!
Technology and Consistent Access to It
As long as it’s available to every student and they know they can use it to create more impactful learning experiences, technology is a great contributor to student achievement. It’s tough sometimes, however, for educators and—to some extent—for students to always have that unrestricted access to technology. When that access is restricted, it also might not be restricted to everyone and allow some students to use it fully while others are limited to partial or zero use. This is when the equity issue comes into play. When tech is used effectively and equally, it’s a great resource for creating the kind of equity that’s paramount for the success of today’s students. In addition to its potential to increase engagement and excitement, technology can remove barriers to various learning experiences, support each student where they are in their development, and help educators create more effective learning environments.
With consistent access to technology in the classroom comes more engaging learning experiences, but that tech still has to be used effectively. If teachers are only using technology to replace worksheets or run repetitive challenges for students, they’ll probably end up not learning a whole lot and might not even all get to use the technology themselves. The fact is that technology is incredibly powerful and there are obviously an abundance of ways it can be used in education as well as forms it can take. Plus, it’s one of the most useful resources teachers have at their disposal when looking to create equitable learning environments. For starters, with greater access to technology comes greater learning opportunities outside of school. Being able to access learning materials especially with tablets or laptops can help close the gap in tech fluency. Students can use these devices to read books, share information, discover key facts, and collaborate on projects—assuming that each student is able to use it without restrictions.
Aside from the general educational opportunities that technology provides children, it also affords them with some that are more in-depth. It can, for example, create more personalized learning experiences for them and help teachers show them how they can use it to learn best based on their needs and preferences. For school leaders, they can also use technology a lot of the time to gather data on their students and become more aware of what each individual in the classroom needs to work on. They can then use what they discover to make more informed decisions about future technology initiatives in the school. While allowing unrestricted access to technology for every student is important, it also comes down to how that technology is being used. Schools should account for geographic, economic, and capability factors and keep in mind that these are each important in ensuring that equal access.
EdTech and Equity
The best tech in learning experiences are those that allow students to discover new solutions, reflect on different learning strategies, and understand that the process of learning is just as important as the results. The technologies that students use are important, but they’re ultimately just one part of the learning equation. It’s the lasting results that are more of a focus. While EdTech can certainly help establish equity, educators also need to be aware that not every student might be using it effectively. If some of them are just flying under the radar and teachers aren’t actively taking steps to prevent this, those students could end up falling further behind. In some cases, the introduction of technology could wind up favoring those students who are already adept at using it while those who are not as used to it fall further behind. If this happens, it might be best to go back to the drawing board.
In creating more equitable education, there are (of course) some tips and hints for educators to be aware of. The first of those is that the design of these initiatives plays an important role. Flaws in the design of the implementation or execution of such programs could negatively affect some or all of the students involved. Make sure that the technology you’re using aligns with the concepts you are trying to teach, for example, and, if they don’t, it’s okay to shake things up and find another way. Also, remember that all EdTech products—whether they’re physical or digital tools—aren’t necessarily good for all students. The reason the equity gap exists in the first place is because students have different strengths and learning characteristics, making different technologies helpful in only certain cases. Educators need to be sure that tech is helping their students improve—and, more importantly, improve more than they would when receiving traditional instruction.
To create greater equity using meaningful technologies, school leaders should make sure they’re entering the situation prepared. They should be asking questions while making tech purchasing decisions, including inquiring to the company they’re buying from and picking the brains of colleagues who might have some insight. They also need to be honest with themselves and determine if the educational tools they’re relying on actually are making a legitimate difference for these students. More importantly, if they look to be widening the equity gap rather than shrinking it, teachers need to be willing to make a change even if it means undoing a lot of the work that has already been done. To see things from the students' points of view, teachers can use these tools before implementing them and even once they’ve already been used by kids. And, using them with a diverse set of students will give teachers a stronger sense of how effective they truly are in accomplishing the ultimate goal of achieving technological equity.
Taking on the Digital Equity Divide
Achieving across-the-board equity when it comes to technology access and skills is oftentimes elusive but, once accomplished, it can be very rewarding. In order to get there, educational leaders have to remain patient, hold respect for each student, have the courage to determine everybody’s access, and the knowledge to understand what represents tech equity. An equitable school environment for kids can help them accomplish more during their elementary and middle school years, but it can also help prepare them for what’s to come in high school and college, when they’ll be relying even more on technology. Despite the various educational and socioeconomic backgrounds that kids in each school or school system have, their teachers can play a role in leveling the playing field. In smaller environments, students are then able to grow, build relationships, and develop shared values while this is unfolding.
If it’s not already been stated, one of the ways to start creating greater equity in your school is to first recognize that there may be a discrepancy in tech equity among various genders, races, and students with different economic backgrounds. Once that’s been determined, teachers can make a conscious effort to try to curb it. School leaders should also utilize another resource that’s at their disposal—the families of the students they’re teaching. By holding meetings or one-on-one conversations with parents, educators can gain a better understanding about the kind of technology access their kids have at home as well as their familiarity with different forms of technology. Parents can also offer up their suggestions for improvement in the current way things are done and have a hand in the decision making process. This helps the equity initiative become sustainable as it’s led by the families most impacted.
With greater tech equity in K-12 schools comes greater access to high-income pathways in the future. Of course, teachers also have a huge part to play in the preparedness of their students, but the tech component plays a considerable role as well. Besides the traditional technology tools, like computers, laptops, and tablets, STEM tools also teach students to think critically, problem solve, and give them the opportunity to get familiar with different types of technology. Collaborating on the best ways to create a greater sense of tech equity in your school might be a good approach. Educators with different ideas and experiences can share their ideas and insights with each other and hopefully craft a plan for bridging the tech equity gap whether that’s by using more digital tools or more STEM tools. Just remember that no child should be left behind when it comes to the opportunities today’s technology helps create.
For the latest EdTech, STEM, and 21st century education news, follow us on Twitter and Instagram. Like us on Facebook, too, or sign up for our newsletter for our latest product announcements and offerings. If you have an idea for an Eduporium Weekly theme, send us a message on social media or comment below.