Equity... An Issue?
What thoughts do you have about digital equity after having read the three articles?
In your work setting, do you see evidence of a divide according to race, gender, or socioeconomic status? What are some ways you can address this issue?
Your posts should include your own reactions to the assigned readings, but you should ALSO read your classmates' responses and base your own comments on what they have said.
Please click on the "comment" link below to submit your thoughts
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31 comments:
I think the article “Law, software fuel new digital divide” focuses on the wrong cause and effect relationship. Rather, I think this article should have been entitled, “Poor management and lack of leadership fuel new digital divide.” This article maligns test-prep and drilling software as the obstacle which stands in the way of low-income students developing such higher-order skills as “curiosity, critical thinking and creativity.” However, the article states that Camden, NJ students use such software for between two and five 45-minute periods each week. How is this an obstacle to quality learning?
In criticizing increased test scores attributed to test-prep software, one expert said “so what.” Furthermore, the same expert said that “better-off families would never tolerate…the reliance on drilling software made to look like video games…that lower-income families have to accept.” The implication here seems to be that (1) core skills are not important, and (2) that practice is not a valid strategy for developing those core skills. In my children’s fairly privileged school district, I recall the second and third graders using a software program called Math Munchers, designed to look like Pac-Man, the goal of which was to reinforce quick recall of addition and subtraction facts. Also, elementary school kids in our town are encouraged to use flash cards at many levels to reinforce many concepts from sight words to multiplication facts.
The truth is, higher order thinking is ultimately of little benefit and probably cannot even be effectively developed without a strong foundation of core skills. We shouldn’t be so quick to “throw the baby out with the bath water.” Skill-drilling and test-prep software have a legitimate place in education (even in remedial situations) as reinforcement, not as teaching, and surely cannot replace smaller class sizes and quality teachers. This is where excellent management and leadership come in…
While reading the 3 articles on equity, I began to relate them to my current teaching situation. Over the last two years, I have worked at two prestigious private schools in Fairfield County, while working towards my Masters degree. I have been exposed to extremely bright children who basically have the latest technology at their fingertips. In most scenarios, there are enough computers for each child (often a laptop), and most recently, having SmartBoards installed in each classroom. So I ask myself, is this fair? These children are already fortunate enough to have parents/guardians who can afford spending $25,000 per year for education, as well as having their own computer, Ipod, cell phone, etc. But what about those families who don’t have the means to send their children to private schools? Should these children miss out on the latest technology? I believe there should be a push on government funding for an increase of computers and software in public schools, in both suburban and urban settings. Most careers require employees to be familiar with numerous programs, and it is extremely beneficial for students to have access to technology at an early age.
I was shocked to see that we still differentiate between the sexes by having a book called "Educating Girls..." I thought the gender line was blurred more than it is. I did find two of the three articles very interesting reads. I do think the advancement in technology comes in more than one part. First the schools need to receive funding to get the technology, and they need teachers who know how to use it. It's interesting to me that there are still so many divides in our society. It feels like we would move faster if we 'worked' together. I found it hard to believe that poor school receive cheap non stimulating programs for study. How is that fair? Legal?
It's hard enough to find fairness in the classroom situation but if I was a student who went to a poor school and found out that schools with more money had better ways to teach or better teachers to teach it, I would feel like giving up! What a ridiculous time not to 'share' the technology and information, when it seems so easy.
The article on closing the gender gap has interesting points but I cannot believe that we are so divided. Yes, girls and boys have varying strengths but we also have similar abilities. Why are we focussing on where and how to divide versus NOT dividing at all. Treating genders equal, especially in the elementary classrooms.
While reading the article "Law, software fuel new digital divide" I found myself saying more than once, "Hey, wait a minute..."
The issue at hand - the achievement gap between students who have and those who have not - is much more complex than what Alec MacGillis would like us to think. First, in my experience, it is the combination of highly qualified teachers and administrators, supportive parents and community, and motivated students that closes "the achievement gap between rich and poor students," not the type of software students are using. I agree with Susan D. Patrick when she says, "The foundation for any technology is what teacher is behind it." Software alone does not promote higher level thinking. It is the way that the teacher utilizes it, as well as her expectations for the ways students use it, that promote higher level thinking.
As for rote, skill and drill, exercises, I know that the school district I work in has finally come to realize that once a student understands the concepts of addition, subtraction, multiplication and division, it is time for them to commit common number combinations to memory. The more "automatic" their responses are to these problems, the easier it is for them to see relationships among numbers, and the more apt they are to engage in higher order thinking. I tell my students that math is a language, just like English and Spanish. If I understand the words (basic math concepts), then I can read a simple sentence (simple number combos). The more sentences I can read automatically (fact fluency), the less time I need to spend looking them up in the dictionary (charts, fingers, etc.), and the more time I can spend applying, analyzing, synthesizing and evaluating more complex texts (relationships between fractions, decimals, percentages, ratios, proportions, etc.).
Technology can be a wonderful thing when used correctly. However, I believe that children who can mentally calculate simple equations are better able to budget their time and money, as well as get back the correct change when they purchase a few snacks at the local store!
I think it is really important to consider what is meant by the term "effective use" as expressed in the Warren & Tillberg article ("Striving for Digital Equity"). So often I think that wealthy school districts and private schools are well-funded and stacked with donations/endowments to incorporate technology into their educational practices. The problem is that a lot of these schools probably do not know what to do with this technology! I think that this is just a waste of money. If teachers and students are not properly trained to use the technology provided to them then it defeats the purpose of having all of that technology. We need to make sure that teachers who have been charged with teaching 21st century skills must be technologically literate.
I found the "Closing the Gender Gap" article rather strange to read. I thought that girls were now achieving beyond boys in school. I know there was a lot of worry in the 1980s (largely sparked by Carol Gilligan, et al) over closing the achievement gap between male and female students. Now it seems that with the integration of technology in the curriculum, girls are once again struggling. I am not sure it is an innately female trait to be artistic and creative, as the author suggests, but I have noticed that my female students generally take longer to pick up on technology (especially new programs) in school. Just the other day, for example, our Library Media Specialist was introducing students to GCast, a new online program she learned about at a conference. My students were working on laptops that day and within a few minutes of her presentation at least 3 or 4 boys signed up for accounts on GCast. The girls could not seem more disinterested. I'm not really sure what that says about the relationship between technology and gender, but I was certainly intrigued.
I have seen the lack of quality teaching in some lower-income areas. Although it is not limited to the digital divide, that is something that makes it even more evident. Teaching to the test has become a big idea since the No Child Left Behind act. The software companies that exploit those with lower test scores and areas that cannot afford as many "highly qualified" teachers should be ashamed of themselves. To look at those areas and think of them as "targets" is as bad as someone looking at expensive houses to rob because they will have more to sell/exploit.
I remember when I was younger that computer use was not as extensive in schools. I have been in school systems all over Fairfield county, and there is a difference between teaching with technology, and allowing technology to teach. The idea that these programs are supposed to teach what the actually educator is lacking, is rediculous. Technology can be used to enhance the knowledge of the student, but should not be the only place they get their knowledge. Part of the teaching process is the give and take, and exploring new ideas. When you are using a computer program, it does not allow for further thinking, but rather static thinking.
I think that the last article on digital equity was not suggesting that we avoid using core practice skills entirely but instead tried to elaborate on a problem in many schools--the replacement of genuine, meaningful learning. In my own experience I've seen kids literally being taught how to take tests from the end of August until the CMTs in the Spring. I've witnessed a generation of kids who seem to have lost their sense of creativity to testing. I substitute taught for a class of fourth graders who had to take a practice CMT where they were given a prompt and had to invent the rest of the story. Given these instructions, these kids looked at me like I had two heads. Do kids need to master basic skills? Yes. Do they need to do it at the expense of lifelong skills such as ingenuity and critical thinking? They shouldn't.
These articles on equity did not surprise me that much. Currently I work in a low socioeconomic school district. Technology is very limited in my school. I currently have two working computers in my classroom with class sizes that range from 22 to 28. Of those two computers, one is my personal computer so students can not use that one. Everyone keeps talking about how we need to use technology in the classroom, but how is that possible with little or no resources?
I agree with Erica. It is not fair that some schools have huge amounts of technology, while the kids whose homes do not have these technological advances have limited resources in the classrooms. The low socioeconomic school districts should have the most technological advances in the classrooms due to the fact that these students do not have access at their homes.
I found "Closing the Gender Gap" intersting. I have not observed that many gender gap issues in my classroom with technology. In fact I must say, that the students who most frequently turned in typed essays are GIRLS! Typing is the most frequent technology I use in my classroom and it is usually the girls who hand in the pretty clip art filled essays. I do agree with this article when they discuss who girls are not that interested in the computer game culter. Last year when I wanted to know about computer games, at least 5 boys ran up to show me how to reach them on the internet, and no girls did.
I believe that if we pay close attention to what the article suggests about space, girls will be more successful in integrating technology into their daily lives.
I agree with the point that Rebecca L. made. It also goes back to what we discussed earlier in the semester; if schools do not have the proper support (staff, professional development, etc) to help them learn how to use the new technology, then there really isn't even a point in having it. Teachers have so much on their plate during the day, and if they have something new that they aren't comfortable using, then most likely it will sit in the classroom gathering dust. If schools have enough money to purchase new technology, then they must make it a point to hire the right people to teach educators.
I totally agree with Rebecca L. and Erica. Although I work in low socioeconomic district, there are a few schools that recently had smartboards installed, however there were no funds left to train the teachers after the large purchase. Are these new forms of technology just going to collect dust on the walls? Purchasing technology for teachers and providing teachers with staff development on the use of technology in the classroom need to go hand in hand. Without that it is not going to work effectively for all the students involved.
I agree with Erica. Although I work at a public school system. I've had the opportunity to work with children that do happen to attend these prestigious schools. It is incredibly unfair to see the amount of technology as well opportunity to advance further than any other child in a public system. I understand that the tuition they pay goes towards the improvement of their education, however sometimes enough is enough.
I would love to see at least 1/3 of the technology they have to their reach at a public school system. Perhaps more people would be better educated and not so reluctant about learning about technology, especially girls in general.
I have not had a lot of work in the computer/technology area with my students, but in the past I have spent time working on computers with students. I was actually at a school that practiced their skills on the computer, but the program was also used to see if there were students that needed help in some areas that had previously been taught. I think it was a good idea, because after completing the program, the teacher was able to get a printout of what problems the individual students had difficulty with as well as a class overview. I think using technology as an aid, as some of my classmates have said, instead of a teacher is a good idea.
I went to a school that was known for its engineering and computer departments, so I was able to see what the ratio of females to males was. To my knowledge, the males far outweighed the females, and as a matter of fact, some of the females even left the engineering field to study mathematics instead. I know it was only a small section, but the ratio of males to females was enormous. I think part of this may be that females have been looked at as the emotional, less technological of the pair. In my opinion, teachers expect males to know more about electronics. I have had female students that were more able than some of the males, but it is all how you are taught. If you are exposed to the arts more, that tends to be what you work toward. If more females were exposed to the same amount of electronic/technological knowledge, I think there would be more within that field.
Ed Tech
Reading Response
October 26, 2008
Law, software fuel new 'digital divide'
In the school system I see how many classes are now being taught for testing, and I find it dishearten that the students time in the computer lab is falling in line with teaching for test. Time spent in the computer lab should allow for more innovative and creative work from the teachers and the students, not another opportunity for “drill and kill” exercises. In an age were the majority of students have computers at home, I’m sure that the students are upset with the “drill and kill” because they know what creative things can be explored using computers. And in this age of technology, computer lab time would be better utilized teaching students how to make the most of all the new computer programs, making the students more computer literate. I am happy to see that the article discusses some teachers that have opted to be more creative in the computer lab.
Striving for Digital Equality
In New Haven there is an organization live those discussed in this reading called Youth Rights Media. This organization is student-centered, they develop short films and public service announcements based on topics that they feel affect their community. Programs like this empower students; showing them that they do have a voice, and based on the previous reading they are not able to explore those things in most schools. I feel that if students see the creative and fun in developing their voice using technology it will fall over into other subjects.
I think the change from digital divide to digital equality is good because having is not the issue but being able to utilize what you have is.
Closing the Gender Gap
In undergrad I started as a Computer Science major, and I was the only female in my comp classes. Many of the people found it interesting that I would want to go into the field of Computer Science, and others assumed that I would be working with applications not creating programs and working on computer hardware. I think that women’s nature to stay away from computers comes from the stereotype that women are not good in math and science. Like the reading, I think that working with computers should be opened up to all subjects. Once girls start to work with computers more often, they will begin to let go of the stereotype. I think the changes made in social, physical and cognitive space had a great impact on the students. In the reading, when the physical space was changed, the female students moved on in there work without the instruction of the teachers. This shows that female students want to work with technology; they just need to feel comfortable.
With regard to the gender gap, I totally agree with Laura O. that this is to a large extent driven by expectations. As a society, we may unintentionally be letting our girls off the hook. I believe that, generally, interest (in any subject) is linked to capability, capability is linked to confidence, and confidence comes from practice. I also think that technical capability is tied to math capability, so not allowing our girls to write off math by saying, “Oh, I’m just not good at math,” may be the key to it all.
I was fortunate to grow up in a household in which both parents held Ph.D.’s in organic chemistry. There were three girls and one boy in my family, and no gender gap was recognized or would have been tolerated. We were all expected to be high achievers in all areas.
Let’s stop making excuses for why girls don’t achieve in the areas of math and technology and respect them enough to keep our expectations for them as high as those for boys. This starts early, though - you can’t fix ten years of low expectations in high school. We also have to recognize and work to overcome influences and gender expectations that may be at work in the home.
I see that a lot of the discussion is about lower-income communities/schools and the lack of the equipment, and I agree that this is an issue. However in many of the schools in New Haven, they have the technology but are afraid to let the students use it. I don’t know if this fear comes from the staff not being well versed in the new technology or feelings about the students’ abilities to handle working with the computers. One school I worked in last year did not give students books because they felt that they would damage them, so computer were out of the question. Equipped with two new tech labs, they were used for teachers to print hand-outs and check their email. So it has been my experience that many schools have the technology, but they do not trust the students with it. In my program, we utilized the computer lab often and the students were excited, but I found it upsetting that many did not know how to use PowerPoint or do a proper online search, all things that they should know how to do, seeing that their school has the resources to teach them. One of my students did not know how to save her assignment to a disc, and I work with 7th and 8th graders. And while many of them do not have access to computers at home, there are two rooms in their library with computers that they are not allowed to use.
After reading the three articles, I have many thoughts. I found it interesting how the article, "Law, software fuel new digital divide," mentioned how poor districts get better machines and the wealthier districts get better teachers. Working in Norwalk, I find that we do not have money for computer programs and technology that could possibly help test scores. One side of the argument in that article was expressing how using computer programs to raise test scores cannot replace quality teaching. The opponents of computer programs also mentioned that through computers kids are being taught by drill and they are only bsing taught basic skills. My opinion is that my kids need drills of basic skills. They come to me in seventh grade lacking the skills that they need to master the 7th grade curriculum. Also lets face it..kids today know computers. Kids are engaged in computers so using computers to do test prep, I think, is an excellent idea. I agree that computer programs are not going to teach the valuable lessons, but kids need basic skills in order to progress to higher order thinking.
I agree with the article on digital equity that computers and technology take away from individuality and creativity. I find that this can be a problem because when kids are glued to TV sets or computers, they are not figuring out what their talents are or who they are for that matter. But then again, I have seen technology give kids ideas for writing and stimulate the brain when idea are needed, so it is all relative. Lastly, I think that technology is causing more of an achievement gap because some kids have it in school and others do not. Also some households depend on it to keep the kids amused, while other households are reading together as a family.
I agree with a comment that Laura O. made. She mentioned how teachers can go on to the computer and get a print out of the student's needs after they have practiced skills. She also mentioned how practicing skills on a computer is beneficial. My school, right now, is focused on using data to chart student progress. Everything has become scores, numbers, graphs and charts. I would love to evaluate my students using a computer program and get print outs of their needs and scores. This would help me to plan my instruction as well as focus on individual students who were struggling with a particular skill. Right now there is so much to do when it comes to data that the staff is over-whelmed. I think using computers to help us gather data would be more efficient. Also the students would enjoy going on the computer to practice skills. I think skill practice would be most successful on a computer. The other side of teaching that focuses on creativity and higher order thinking I feel should not be accomplished on a computer.
I'm trying to incorporate fulcher's and marissa n's respsonses to one of mine.. I do believe that sometimes the technology is there and in fact they are districts that are scared to let people use it because they do not want them to get ruined!
If all the good teachers have training in these equipments there will def. be an improvement in test taking and performance not only for students but as well as for the way teachers perform in the classroom. Technology might be there many times but the training is not provided. I'm a strong believer that you should know how to do something well before you can teach it to someone else!. If teachers had the right training in technology they wouldn't be so hesitant to incorporate technology with the curriculum more often.
It would be like second nature to see technology in the classroom and the students would not think twice about learing more about technology, especially girls.
I agree with many of my classmate’s points pertaining to the articles we read. I found some of the material on the dated side because girls are achieving just as much as boys in the classroom. There doesn’t seem to be as much of a divide between genders as some of these articles proposed. I do think it made me realize how much people are working at closing the gender gaps and other gaps. Our achievement gaps are nothing short of scary and it bothers me that there is software that is being sold due to financial differences. I have worked in a privileged school and one of no privilege (financially speaking) and the same thing is important in both schools, the teachers. Despite what technology either school had or supplies etc, the teachers made the differences. Yes, technology is important but as the articles and many of my classmates pointed out, the difference is in how the information is administered. While we should and have to focus on new technology in the classroom, it can become moot when we don’t have the teachers or care to administer with it. Our attentions should be about educating the students and educating the teachers on new technologies every month or year, as it happens. The further our focus diverts from people, the further away we will be from understanding the technology and how we can properly use it in our classrooms and to help our students.
Things will never be fair or equal when it comes to having and not having. Teachers and schools are the perfect bridge to close the gaps a little more. We can make the time to devote to technology so that students who don’t have at home will be knowledgeable with and comfortable with at school. Learning needs to be reinforced at home and for many students, education (especially with technology) can be furthered with the computers and programs and tech savvy people at home. But for many, learning may not take place at home, depending on students who have parents and caretakers that work and that are without technology.
I agree with Rebecca when she says that she has not observed gender gap issues with respect to technology in the classroom. In my class, the girls were the first ones to activate their Edline accounts, and they are also the ones who access it on a regular basis to check assignments and updates to the calendar. As a matter of fact, one of my students (a girl) informed me that she spent almost an hour trying to find a way to change the picture I posted!
With respect to math, over the past seven years, based on performance and ability, I have recommended more girls for advanced math classes at the middle school than boys.
In the article "Law, software fuel new 'digital divide'" the author writes that even though the schools of impoverished areas, such as Camden in New Jersey,spend millions of federal funding money in computers and software, the students are falling behind in achievement in math, reading and writing. In one of the examples given, an obviously confused special-needs student was working in the computer, but didn't get any help, and was left to his own device.His teacher, looking from far away is quoted "I enjoy it. It gives us a break during the day...It gives the kids a chance to work independently."
The author used another poor school,in Union City, a prevalent Hispanic suburb of New York City. Here, in contrast, the school made huge gains in test scores and the students became more interest in learning by using "open programs" that emphasized creativity over drilling software, as in the other school. We were also told that more affluent schools are not heavily loaded with technology, but they use a selective instructional software geared towards higher learning skills. In overall, I agree with the author and some of my classmates' opinions in that is not so much the quantity of the technology used in the classroom, but depends on the teacher and how she/he uses it so the students can learn effectively, interact, and be creative in the classroom.
I agree with Candi about the gender gap in technology. Although there has been a growth of female participation in most fields traditionally dominated by men, computer science is one area that still lags way behind. I also agree that this may be due to what was observed in the research article. My husband works as a computer programmer and I've often observed his line of work to be rather isolating. This sort of set up is contrary to the social work set up many girls prefer. Allowing girls a space in which to share ideas and information may foster a greater interest in working with technology.
As Erica said there are some very interesting correlations when it comes to education and funding. In my opinion Erica, it is completely unfair for those students who aren't fortunate enough to have their parents for 25k or so a year for education and related expenses. Unfortunately the students who cannot afford this technology end up missing out and it stinks, but its what happens. In any place, whoever has the money-usually has the power. Do i agree with that? Absolutely NOT! is it what is currently taking place? Yup! Also, to piggy back off what you said about how teachers need to "tech savvy" these days, it's unfortunate that teachers are loaded with so much useful information and they cannot share it with their students because the technology is not readily available (such as computers and smart boards). It's unfortunate for now, but until we can live in a society that does not only benefit where there is money, this issue will probably always exist. Maybe one day the government will step in and make a difference.
In response to Mary Ann and Candi in regards to the gender gap. I find that there is usually an equal # of students who are successful and curious. I have read that girls are usually stronger at the elementary level (both in math and reading/writing) but that in later years, the girls level out and boys shine through. This is interesting because in the experiences i have seen and been a part of, there is an equal amount i think or struggling children who are boys and girls and vice versa! Of course, everyone's experiences vary but thats what i've seen.
Although I believe that there is a digital divide, I agree with Laura O. in that schools are teaching too much to the standardized tests imposed on school systems by the No Child Left Behind Act. Test prep and drilling software can be very helpful but when it is used to give a teacher a break or as a substitute for a teacher it sends the students a message that they are not worthy of high quality education. Rebecca Levine said that teachers in the 21st century need to be technologically literate and I agree. Our students use technology everyday. I think a teacher loses credibility when they cannot relate to the lifestyle of the student and especially in Fairfield County most kids have access to technology.
In defense of teaching basic skills and using software that drills and may help with standardized testing... last semester I heard a principal from a failing Harford high school speak passionately about his students. He said that he wanted his students to be able to read and write well enough so that they could read a job application and be able to live a successful life. The drop out rate was very high and the kids who dropped out often were failing and ended up jobless and some in jail. His goal was to raise the basic levels of reading and writing to help them succeed in life beyond high school. He was also working on sending students who were high achievers to magnet schools that were dedicated to higher learning and specialized studies to help them beyond high school. His school was also penalized by the state because of the failing grade it received. It is a difficult situation. He was trying to only hire teachers who were willing to work harder and longer for the welfare of the students. In this case, I think that use of basic skills software would be beneficial but again only with teachers to back it up
After reading the articles I think that the integration of technology in the classrooms is a topic that will be debated for a long time. In Closing the Gender Gap the author states that girls want out of their studies understanding, to see how things connect and how they work and want to be able to participate and want social ,cognitive and physical space to do so. I think all students regardless of their gender want those things the author states. In my experience working with students at the elementary level,when using technology, both boys and girls seem to engage in it and have the same interest in it. So far I have not seen any gender gap.
Striving for Digital Equity was a very interesting article to read. It is clear that having access to computers doesn't make a difference in the skill students will gain from them if the five dimensions in the quest for digital equity(content creation, cultural relevance, effective use, quality content and technology resources) are not being implemented in the use of technology. The disparities with the quality of instruction of lower income schools vs higher income school are very real. I think that the government needs to invest more on human resources like highly qualified teachers in the area of technology and professional development for the teachers who need to update their skills in technology. Simply having a certain number of computers in the school serves no purpose if those are not being used to create opportunities for creative thinking and problem solving like the author states in the article.
I agree with Rebecca's point that the problem is that some schools don't know what to do with technology. I just started working in a kindergarten classroom as a Paraprofessional. One of the first specials that I worked with the students was computer. I was appalled at the teachers attitude in "teaching" that subject. Even though the school has a computer lab with about thirty computers, students are not allowed to use the headphones because they become too noisy. The teacher basically told me that her main concern during that time is too keep the students quiet and that she uses that time to do testing and other things that she has to catch up with. Students sit there for fifty minutes once a week working with the Starfall program. With no sound and no support from the teacher I doubt that four and five year olds are learning much from that time. Like Laura o. mentions there is a difference between teaching with technology and letting technology teach. I wonder what happened to the compromise and responsibility of teachers in providing quality education in all subject matters I am not generalizing, but so much of the problem of technology education is attributed to access and socioeconomic limitations but I think the bigger problem relies on the effective use of the technology that is available regardless of quantity and quality.
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