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 7410 SWOT Analysis
The artifact I am using to model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers is the SWOT Analysis I created in ITEC 7410. The purpose of this artifact was to identify the strengths, weaknesses, opportunities and threats of technology use based on the right essential conditions. In addition to addressing these essential components, the project provides a detailed summary of each area and recommendations for professional learning for teachers based on the current reality and data provided though the ISTE Diagnostic Tool to assess school-wide technology development. These recommendations support instructional decisions, benefiting student achievement.
This artifact supports modeling and promoting strategies for achieving equitable access to digital resources and tools and technology-related best practices for teachers and students in many ways. Essential condition four covers equitable access directly. Through the ISTE Diagnostic Tool, I was able to acquire the strengths, weakness, threats and opportunities we are experiencing at this current state. The diagnostic reports that devices access is one-to-one in grades third through twelfth, hot-spots provide families with internet, who cannot afford this cost, carts with chrome books and iPads provide Prekindergarten through second grade with digital access and 100% of teachers feel that students have equitable access to technology. The weakness is that students have lost or damaged device in transit form school to home. The devices enable various support to students such as text-to-speech, listening and writing tools for English language learners, a focus on coding in the media center creates an opportunity for students to develop their digital footprint. Some teachers prefer paper and pencil due to lack of taring and some teachers take devices due to behavioral referrals and issues. The recommendation for this condition was to continue to build the positives in this area. Students are using digital tools and resources to support learning needs and goals, opportunities for coding promote digital literacy and students take on technology leadership roles to support technology-related best practices of authenticity and student technology groups to lead this development. Students’ model technology use for their peers and teachers promote digital access through various supports and content related activities. Students have many opportunities to practice technology use in and outside of school due to the high rate of equitable use.
After completing this specific analysis of digital equitable, it seems that Whitehead Road is doing a good job at promoting and modeling equitable access to digital tools and resources. Students and teachers have the ability to promote and model digital use of tools. Now that the SWOT Analysis is complete, sharing this with key stakeholders provides an opportunity for this essential condition to develop even more.
When teachers are aware of their duty to participate and practice digital equity, they will be discouraged to take away devices as punishment. With this analysis, staff can begin to have further conversations about how to incorporate technology effectively and responsibly. This ensure faculty knows the importance of equitable access and school improvement opportunities begin when teachers take advantage of digital tools and resources to support their learners.
This artifact supports modeling and promoting strategies for achieving equitable access to digital resources and tools and technology-related best practices for teachers and students in many ways. Essential condition four covers equitable access directly. Through the ISTE Diagnostic Tool, I was able to acquire the strengths, weakness, threats and opportunities we are experiencing at this current state. The diagnostic reports that devices access is one-to-one in grades third through twelfth, hot-spots provide families with internet, who cannot afford this cost, carts with chrome books and iPads provide Prekindergarten through second grade with digital access and 100% of teachers feel that students have equitable access to technology. The weakness is that students have lost or damaged device in transit form school to home. The devices enable various support to students such as text-to-speech, listening and writing tools for English language learners, a focus on coding in the media center creates an opportunity for students to develop their digital footprint. Some teachers prefer paper and pencil due to lack of taring and some teachers take devices due to behavioral referrals and issues. The recommendation for this condition was to continue to build the positives in this area. Students are using digital tools and resources to support learning needs and goals, opportunities for coding promote digital literacy and students take on technology leadership roles to support technology-related best practices of authenticity and student technology groups to lead this development. Students’ model technology use for their peers and teachers promote digital access through various supports and content related activities. Students have many opportunities to practice technology use in and outside of school due to the high rate of equitable use.
After completing this specific analysis of digital equitable, it seems that Whitehead Road is doing a good job at promoting and modeling equitable access to digital tools and resources. Students and teachers have the ability to promote and model digital use of tools. Now that the SWOT Analysis is complete, sharing this with key stakeholders provides an opportunity for this essential condition to develop even more.
When teachers are aware of their duty to participate and practice digital equity, they will be discouraged to take away devices as punishment. With this analysis, staff can begin to have further conversations about how to incorporate technology effectively and responsibly. This ensure faculty knows the importance of equitable access and school improvement opportunities begin when teachers take advantage of digital tools and resources to support their learners.