It is conversations like this with my students that I take forgranted sometimes by assuming that they all have unlimited access to the Web 2.0 and various forms of technology. But this is not always the case, especially when you are teaching at a Title I school. In fact according to a study done by Common Sense Media (2013), when comparing low-income families (household income less than $30,000) to high-income families, the difference in access is dramatic. Only 20 percent of low-income families have tablets and only 46 percent have high-speed Internet access. This is in comparison to 63 percent of high-income families having tablets and 86 percent of them having high-speed Internet access. The difference in these numbers is still huge, even with the mainstreaming and prevalence of technology increasing. This statistic is also very evident in my classroom. I am always trying to incorporate more technology with what we do daily. However, I have to keep in mind that with some of my students, the only access to technology in the opportunity that I give them. Even asking some of them to stay after school and work on projects, etc. that require technology is a challenge because the parental support for these things is simply not there or just not available.
To help bridge this technology access gap, I offer different options for the various things can be submitted. I try to slowly encourage my students to use more and more technology so that by the end of the semester, they are all using it in some way. I do this by allowing students to turn in assignments via email, Google or my drop box on Schoology. I offer the “old fashioned” route to studying as well as several websites that can help them when they are away from school. I also post links and information online to “wean” them from wanting to use their textbook all of the time. I allow them to use Google translate and SpanishDict as dictionaries from time to time to let them have their technology “fix” and also to encourage others who do not use it to use it. For some projects, I allow them to choose the medium in which to complete the project. For example, they can simply do a live skit (little to no technology use), create a video that they turn in on a jumpdrive, etc. (minimal use of technology) or they can create a video, edit it in a program like iMovie and then embed it in their submissions or upload it online (technology use fully incorporated). With options such as these, I have noticed that by the end of the semester, students will incorporate more and more technology into their projects because they want to stand out, explore other options or even become curious as to what their peers are doing and want to “keep up.”
I also try to lead by example by incorporating technology into the lessons themselves. I model appropriate technology use and if students ask questions, I try to break down what I a doing so that they can do the same. I like to offer them multiple ways to access information in hopes that they can incorporate this skill in their own study habits.
Another valid point to keep in mind regarding student technology use is best summarized in a study conducted by Common Sense Media (2013): It’s mainly an issue of access. This refers to the statistic that 58 percent of high-income kids use educational content on mobile devices, whereas only 28 percent of low-income kids do this. Reading this data reiterated my belief that, we, as teachers, have to still demonstrate and promote the importance and value of education because during school maybe the only time that this is emphasized. Common Sense Media (2013) also related higher education along with socioeconomic status and found that parents with less education typically emphasized its importance much less than parents with more education. This same belief was also typically linked to low income and high-income families (Common Sense Media 2013).
Although we are far from the Utopian world of “equitable access for all,” it is important to try to find ways and means to allow students these resources. It is also important to encourage every student to not just use technology for fun or leisure but to use technology for educational purposes as well. This will only improve their knowledge and success not only in the classroom but also in their futures, thus allowing to bridge the gap of equitable access of technology in education (Hohlfeld et al 2010).
Resources:
Hohlfeld, T., Ritzhaupt, A., & Baron, A. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education, 391-405.
Victoria, V. (2011). Zero to Eight: Children's Media Use in America. Common Sense Media, 1-48.