4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)
Artifact: ITEC 7430 Module 13: Equitable Access Blog Post
Reflection:
Standard 4.1 Reflection: Equitable Access Blog Entry
The Equitable Access Blog Entry was created for the Internet Tools for the Classroom course. The purpose of the assignment was to conduct Internet research for the intent of thoroughly describing a variety of appropriate strategies for ensuring equitable access to digital tools and resources. Further, candidates had to synthesize findings about digital equity in a reflective blog entry. The blog entry documents a number of ways in which Buford Elementary and I have and continue to offer equitable access to stakeholders. The artifact is a direct indicator of my abilities to model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all stakeholders.
The blog entry highlights past experiences citing community interactions with low-income families with limited or minimal access to technology. Further, the blog specifically details the number of low-income families that attended a “paperless” open house registration event without a personal email account to tie to Buford City School System’s student information system, PowerSchool. A key insight drawn from the conducted Internet research and reflection was that students not only need equitable access to technology to learn but also to be engaged with the increasingly digital systems that schools rely on for management. Additionally, the discussion goes on to highlight ways in which Buford Elementary School continually provides equitable access through such programs as the Parent Resource Center and the LeapFrog reading device community outreach.
The experiences documented in the Equitable Access Blog Entry represent mastery of the digital equity standard and also highlight culturally responsive practices that I have engaged in with stakeholders of Buford Elementary. For these reasons, I feel the artifact demonstrates mastery in the areas of modeling and promoting strategies for achieving equitable access to digital tools and resources and technology-related best practices.
When I revisit open house again in late August, I will certainly try to remind our administration and registration team to not make previous mistakes. By increasing the amount of translators and also opening up both computer labs during the event, I feel that we can have a successful “paperless” open house. Further, the continuation of programs like the Parent Resource Center and the LeapFrog reading device community outreach are crucial in ensuring BES is actively extending digital equity to our low-income families. The impact of this artifact is evident in that the Open House and registration processes of Buford Elementary continue to improve. Furthermore, the Parent Resource Center continues to grow and was a centerpiece in our documentation for our Family Friendly School application that occurred earlier in the year. By maintaining these programs, BES is actively providing digital equity to all stakeholders.
Standard 4.1 Reflection: Equitable Access Blog Entry
The Equitable Access Blog Entry was created for the Internet Tools for the Classroom course. The purpose of the assignment was to conduct Internet research for the intent of thoroughly describing a variety of appropriate strategies for ensuring equitable access to digital tools and resources. Further, candidates had to synthesize findings about digital equity in a reflective blog entry. The blog entry documents a number of ways in which Buford Elementary and I have and continue to offer equitable access to stakeholders. The artifact is a direct indicator of my abilities to model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all stakeholders.
The blog entry highlights past experiences citing community interactions with low-income families with limited or minimal access to technology. Further, the blog specifically details the number of low-income families that attended a “paperless” open house registration event without a personal email account to tie to Buford City School System’s student information system, PowerSchool. A key insight drawn from the conducted Internet research and reflection was that students not only need equitable access to technology to learn but also to be engaged with the increasingly digital systems that schools rely on for management. Additionally, the discussion goes on to highlight ways in which Buford Elementary School continually provides equitable access through such programs as the Parent Resource Center and the LeapFrog reading device community outreach.
The experiences documented in the Equitable Access Blog Entry represent mastery of the digital equity standard and also highlight culturally responsive practices that I have engaged in with stakeholders of Buford Elementary. For these reasons, I feel the artifact demonstrates mastery in the areas of modeling and promoting strategies for achieving equitable access to digital tools and resources and technology-related best practices.
When I revisit open house again in late August, I will certainly try to remind our administration and registration team to not make previous mistakes. By increasing the amount of translators and also opening up both computer labs during the event, I feel that we can have a successful “paperless” open house. Further, the continuation of programs like the Parent Resource Center and the LeapFrog reading device community outreach are crucial in ensuring BES is actively extending digital equity to our low-income families. The impact of this artifact is evident in that the Open House and registration processes of Buford Elementary continue to improve. Furthermore, the Parent Resource Center continues to grow and was a centerpiece in our documentation for our Family Friendly School application that occurred earlier in the year. By maintaining these programs, BES is actively providing digital equity to all stakeholders.