Karen Blevins, Lisa McCoy, Tammy Ramos, Nicola Ritter

Equity with Technology

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Equity Factor in Technology

“Failure to provide adequate technological resources for all translates into failure to provide quality education, creating an ever greater divide between affluent and poor school districts” (Mason and Dodds, 2005).

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Equity Factor in Technology

The FactsThe issue of equity, which focuses on the disparities among, “age, gender, ethnicity, race, and geographic location…” (Gorski, 2001) is a vital aspect of technology that needs to be addressed as its use expands.

Trends show that while access to technology has increased over the years, the amazing advantage it has created for some users has been offset by the availability, usability, and bias issues it has created for others.

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Equity Factor in Technology

The Main Concerns• Access• Gender gap• Age Disparities

Equity Issue

Larry Irving, a former U.S. assistant secretary of commerce reminds individuals, “Think how powerful the Internet is. Then remind yourself that fewer than 2% of people are actually connected. The power of the Web increases exponentially with every person who goes online. Imagine what we’re missing.”

(Yoder, 2001)

Facing the Facts…

Section 2

Present Concerns

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Equity Issue

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Equity| Relevant Laws

Equity Laws

• Federal legislation addresses digital equity through a variety of funded programs.

• State and local entities have the opportunity to apply for grants under federal legislation.

• These entities use the funding to create programs that address digital equity issues specific to their communities.

Telecommunications Act of 1996Section 524 offers qualifying schools, school districts, and

libraries with low SES and urban or rural status discounted telecommunication services.

The E-Rate program is funded by a Universal Service fee charged to telecommunication companies. This fee supplements the discounted rates of telecommunication services offered to those that qualify.As of March 16, 2010, the FCC plans to remove the cap of $2.25 billion annually.

Relevant Laws

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Telecommunications Act

Section 706 requires the Federal Communications Commission (FCC) to conduct regular inquiries to see that advanced telecommunications are becoming accessible.

Relevant Laws

No Child Left Behind Act of 2001

Title II, Part D, Section 2401 establishes the Enhancing Education Through Technology program.

The Enhancing Education Through Technology (EETT) program provides funding to state education agencies for the implementation and retention of effective technologies to improve student achievement.

One of three goals of the EET program address closing the digital divide.

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EETT Program Goal2(A) To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.

Relevant Laws

Higher Education Opportunity Act of 2008

Provides new federal grants to address the digital divide at minority-serving colleges and universities institutions.

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American Recovery and Reinvestment Act of 2009

Provides $650 million in additional funding to the Enhancing Education through Technology (Ed Tech) Program

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Equity| Present Concerns

Present Concerns

Paul C. Gorski, in his 2009 Urban Education article, Insisting on Digital Equity, poses these questions as addressing a realistic look at current digital equity:

1. Who has the easiest, most consistent access to these resources?

2. How are educators using technology differently with different populations of students?

3. Who stand to gain the most – economically, politically, and so on – from the growing urgency to technologies schools and classrooms?

4. What are the equity and social justice implications of this educational technology craze/

Access

Traditionally defined as proximity to technology, reports of a population’s

“access” to technology has not considered the way the technology is

used, capabilities of the system, obsolescence of hardware, ability to purchase software, or other relevant

issues for effective comparison.

Minorities, people earning low incomes, individuals with minimal education, and children of single-parent households –particularly those who live in rural areas or inner cities –are among those with the most limited access to information resources (Gorski, 2001).

Access

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Equity| Present Concerns

Gender Gap

Present Concerns

A main concern in schools is the gender gap that exists in the use of computer technology.

The Gender GapResearch shows that populations viewed boys as being more apt to working with computers and technology as compared to girls, resulting in altered views towards computers and technology in general. Therefore attitudes towards technology are affected due to differences in exposure.

Studies have shown that as of 2000, females compromise the majority of the online population, however this is misleading in reference to a perceived equity in technology as it is not supported by the number of women pursuing and finding success in computer related fields.

(Gorski, 2009)

Gender Bias

Traditionally recognized school inequities affect the area of technology as well as

other areas:

1. Obsolete or irrelevant technology

2. Limited access to use of technology by both teachers and students

3. Teachers who are not trained effectively or consistently in the appropriate use of technology to meeting instructional goals

4. Use of computers for entertainment or rote practice rather than a tool for growth and advancement.

School Inequities

School Inequities

(Uzunboylu and Tuncay, 2010)

Age Disparities

Age accounts for the highest gap in access and productive use of the internet. The need to address this issue is likely to continue as advancements in technology are increasing exponentially, meaning that even today’s technology may be obsolete tomorrow.

(Uzunboylu and Tuncay, 2008)

Age Disparities

(www.geekandpoke.typepad.com)

Individuals with Disabilities

“…a study by the International Center for Disability Resources on the Internet shows that a majority of people living without disabilities assume that people with disabilities have no reason to access the Internet.” (Kearns, 2001)

Another area of present concern centers around the availability and training of technology applications for individuals with disabilities. Lack of accommodations and accessibility for disabled individuals and the general conception that technology is not essential for this population group.

For both culturally diverse groups and women, the representations of their

respective groups on the internet continues to be stereotypical or non-existent.

Stereotypical Representations

Women Culturally Diverse

Video games produce images of women that are

highly sexualized.

Often minorities are not represented

Educational software favors a traditional view of girls

and tends to feature more male figures.

Minorities find no connection to the

applications on the internet

Pornography is rampant on the internet

Lack of multi-lingual representation does not encourage minority use

Global Implications

Consider the world and the future. (click below) The

ImplicationsOf

InequityAre

Global

According to the Mason and Dodds (2005), “ As technologies continue to advance and provide enhanced resources for learning and research, critical questions arise:

• Will these technologies be available to all schools?

• Will they enable schools to close or at least narrow the digital divide?

Bridging the Gap

What needs to be done?

“Computer technology is the cutting-edge—and seductive –instructional resource for 21st century education, yet its optimal applications for instructional education have yet to be determined.” (American Association of University Women, 1999)

Numerous equity factors, including gender bias, accessibility, and gender gaps, need to be

addressed in order for technology to be viewed by younger generations as a wave of the future and a wonderful resource for education and instruction,

among other areas.

Equity Laws

Present Concerns

Scenario

Equity Issue

References

Wayside Intermediate School, a school whose culturally diverse population includes 25% free and reduced lunch, has increased their focus and funding for technology as part of a district initiative. Teachers are receiving additional training in the use of technology for enhancement of instruction and every student is now required to participate in a technology class as one of their “specials” classes. Administrators are also encouraging teachers to increase the use of technology in their instructional practices. In creating his lessons, 5th grade teacher Justin Thyme has developed a research project for his students that includes finding internet sources, using a citing service (NoodleTools), and developing a PowerPoint. His class includes a range of abilities including a group of five students who receive Special Education services and three students identified as Gifted and Talented. Students will have access to the computer lab twice a week and the assignment will require additional outside work as well.

 What possible issues of equity might Wayside Intermediate School need to address?

Equity |Scenario

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Equity Laws

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Equity Issue

References

Equity |References

American Association of University Women

(AAUW). (1999). Gender gaps: Where schools

still fail our children. New York; Marlowe.

Dervarics, C. (2008). Approved health bill offers

more aid for low-income students. Diverse Issues

in Higher Education, (25),14 Retrieved from

Academic Search Complete (EBSCO) on April 1,

2010.

Gorski, P. C. (2009). Insisting on digital equity:

Reframing the dominant discourse on

multicultural education and technology. Urban

Education, 44(3), 348-364. Retrieved from EBSCO

Host database. (48315010)

Kearns, T. (2001). Using partnership to bridge the

digital divide within the disability community.

Raleigh. NC: International Center for Disability

resources on the Internet.

References

Equity Laws

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Equity Issue

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Equity |References

References

Mason, C. and Dodds, R. (2005). Bridge the Digital Divide for Educational Equity. The Educational Digest, 84, 57-59.

Nordquist, S. (2008, May 30). The digital divide [Video file]. Retrieved from YouTube database.

Uzunboylu, H., & Tuncay, N. (2010). Divergence of digital world of teachers. Journal of Educational Technology & Society, 13(1), 186-194. Retrieved from Academic Search Complete database

Yoder, M.B. (2001). The digital divide: The problem and its implication. Learning and Leading with Technology, 28, 10-13.

Mason, C. and Dodds, R. (2005). Bridge the

Digital Divide for Educational Equity. The

Educational Digest, 84, 57-59.

Nordquist, S. (2008, May 30). The digital divide

[Video file]. Retrieved from YouTube database.

Uzunboylu, H., & Tuncay, N. (2010). Divergence

of digital world of teachers. Journal of Educational

Technology & Society, 13(1), 186-194. Retrieved

from Academic Search Complete database

Yoder, M.B. (2001). The digital divide: The

problem and its implication. Learning and

Leading with Technology, 28, 10-13.