Striving for Digital Equity: Re-conceptualizing the digital divide for teacher educators in the 21st century

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  • Striving for Digital EquityRe-conceptualizing the digital divide for teacher educators in the 21st centuryHeather K. Tillberg & Kenneth X. Warren

    Curry School of EducationUniversity of Virginia

  • Re-conceptualizing the Digital DivideDigital Divide

    Have NotHaveWhere are you on this continuum?

    The rhetoric of the digital divide suggests a chasm between those who have access to technology and those who do not.

    But what exactly do we expect those who do have access to be able to do?Where do you fit on this continuum?

    In addition to these technology skills, one must have adept communications skills

    With the diverse list of possible skills and abilities necessary, we can see that setting up a discussion of a divide as a dichotomy of only two states simplifies a much more complex problem.

  • Striving for Digital Equity?Users should be able to:Communicate effectivelyFind accurate informationEvaluate informationCritically deconstruct messagesManage information in ways that are meaningful for his/her own life & experience (empowerment)Create content!

    Teacher educators must be preparing their pre-service teachers in these areas.

    How can these objectives be attained? The key is to use computers as mindtools as Jonassen has termed it. Just as shoes are extensions of our feet, computer applications can act as extensions of our cognitive ability.

    This is not to say that drill and kill as wenglinsky & warschauer term these repetitive exercises is all badTech skills are necessary to have the basic foundationsand these are the digital divide issues circa 1995-2001

    Now that more and more kids have access and skillsit is imperative to move on to discussing what digital equity can look like in the 21st century.

  • Hardware & AccessFoundation/RootsComputer HardwareComputer SoftwareInternet AccessDial-up v. broadband v. wireless

    US Dept of Education- http://digitalequity.edreform.net/resource/306

  • Effective UseBranches:Effective use in educationEngagingConstructivistEmpoweringCollaborativeCreative

  • ContentLeavesCulturally relevant contentCommunityFamilyLifestyleInterestsReading levelLanguage

  • Strategies for Teacher EducatorsEstablish relationships with Informal Learning and After-School ProgramsCommunity Technology Centerswww.ctcnet.orgUrban League AffiliatesBoys and Girls ClubsChurches and Faith-based OrganizationsOther Non-profit Organizations

    These are some suggestions for teacher educators, but they also apply to pre-service and in-service teachers as well.Informal learning environments, specifically CTCs are less restricted to standards-based curriculum and provide an opportunity for more constructivist teaching and learning.Places that encourage more learning that is more student-centered, rather than teacher-centered

  • Strategies for Teacher EducatorsEncourage pre-service teachers to be critical consumers and producers of media and technologyCreate blogs (online journals)Create and distribute videos (documentaries, public service announcements) Create and sustain Wikis (online communities and content portals)

    Blogs journaling, reflective practitioners, publishing storys that may be culturally relevant using the technologyVideo creative media, video editing, production. Be the mediaWikis develop communities, build relationships with like-minded folk. Ignite a synergized network of shared communication and collaboration

  • How it correlates to the NETS-Ts standardsTEACHING, LEARNING, AND THE CURRICULUM.Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

    facilitate technology-enhanced experiences that address content standards and student technology standards. use technology to support learner-centered strategies that address the diverse needs of students. apply technology to develop students' higher order skills and creativity. manage student learning activities in a technology-enhanced environment.

    The ultimate goal in striving for digital equity is to use technology to effectively maximize student learning.Two particular that standards that directly relate to the m

  • Deliverable Math VideoStudent produced culturally relevant content related to MathCourse of ActionWriting the narrativeContextualizing the importance of math Reflecting on the importance of mathCreating meaning and apply to her life and aspirationsGaining technological proficiencies and media-literacy in the processEncourage student as designermodel whenever possible (Research)

    We always focus on the tech skills, but this what else she learned.Prior to my graduate tenure I worked for the Richmond Virginia affiliate of the National Urban League. I ran a program that focused on producing creative media to overcome particular content barriers. One of the main questions I had was How do you does one encourage sustainable technology utilization that goes beyond traditional drill-and-kill practice activities (ie. Mavis Beacon typing tutors, entering raw data into spreadsheets, etc) One particular activity we did was to have the students create community public service announcements and videos.

    One of the participant

  • ConclusionRe-conceptualizing the digital divideUnderstanding what it means to be civically engaged and empowered producers of technology and mediaDefining cultural relevancyStrategies for Teacher EducatorsApplying ISTE NETS and NETS-T StandardsDeliverable: Math Video

  • Resources + LinksDigital Storytelling Cookbook: http://www.storycenter.org/memvoice/pages/cookbook.htmlGuidelines for Oral History Interviews (from the History Channel) http://www.historychannel.com/classroom/oralhistguidelines.pdfBlogger: http://www.blogger.com/startWordpress: www.wordpress.orgE-Pals Classroom exchange: http://www.epals.com/Europa Pages: http://www.europa-pages.com/school_form.htmlGlobal-Leap.com: http://www.global-leap.com/providers/index.phpStumble Upon: http://www.stumbleupon.com/

    The rhetoric of the digital divide suggests a chasm between those who have access to technology and those who do not.

    But what exactly do we expect those who do have access to be able to do?Where do you fit on this continuum?

    In addition to these technology skills, one must have adept communications skills

    With the diverse list of possible skills and abilities necessary, we can see that setting up a discussion of a divide as a dichotomy of only two states simplifies a much more complex problem.Teacher educators must be preparing their pre-service teachers in these areas.

    How can these objectives be attained? The key is to use computers as mindtools as Jonassen has termed it. Just as shoes are extensions of our feet, computer applications can act as extensions of our cognitive ability.

    This is not to say that drill and kill as wenglinsky & warschauer term these repetitive exercises is all badTech skills are necessary to have the basic foundationsand these are the digital divide issues circa 1995-2001

    Now that more and more kids have access and skillsit is imperative to move on to discussing what digital equity can look like in the 21st century.These are some suggestions for teacher educators, but they also apply to pre-service and in-service teachers as well.Informal learning environments, specifically CTCs are less restricted to standards-based curriculum and provide an opportunity for more constructivist teaching and learning.Places that encourage more learning that is more student-centered, rather than teacher-centeredBlogs journaling, reflective practitioners, publishing storys that may be culturally relevant using the technologyVideo creative media, video editing, production. Be the mediaWikis develop communities, build relationships with like-minded folk. Ignite a synergized network of shared communication and collaborationThe ultimate goal in striving for digital equity is to use technology to effectively maximize student learning.Two particular that standards that directly relate to the mWe always focus on the tech skills, but this what else she learned.Prior to my graduate tenure I worked for the Richmond Virginia affiliate of the National Urban League. I ran a program that focused on producing creative media to overcome particular content barriers. One of the main questions I had was How do you does one encourage sustainable technology utilization that goes beyond traditional drill-and-kill practice activities (ie. Mavis Beacon typing tutors, entering raw data into spreadsheets, etc) One particular activity we did was to have the students create community public service announcements and videos.

    One of the participant