In light of today’s infusion of technology in the classroom, it is imperative that equal technology access is available to all students. While there appears to have been gains, it has been reported that 48% of 0-8 year-olds from low-income families have computers at home, as opposed to 91% from higher income households (Rideout, 2011). Other studies have shown that while access to some computing tools have been common for all students, there were fewer computers for home access, lower network capabilities and digital accessories were lacking (Barron , Walter, Kennedy-Martin & Schatz, 2010). Schools are therefore challenged to find creative ways to fill the gap, and provide opportunities for all students to have technology tools available to them as a part of the instruction and learning. Planned interventions can make a big difference in helping to bridge this gap.
Some examples of interventions that may be planned to assist in providing equal access would include before or after school programs that offer computer and accessory access. Media centers are typically staffed before school, and there are often teachers and labs available after school if students are able to make arrangements to be there at those times. After school clubs such a technology clubs, robotics and STEM initiatives provide additional technology use by all students. Additionally, public libraries, community-based organizations or clubs can plan and promote programs that provide computer access, resources and mentors to lower income populations. Teens as well as retirees may be recruited to volunteer their time in these community-based clubs or organizations.
Another excellent example of an innovative intervention would what is being done by Renewed Computer Technology (RCT), a non-profit, charitable organization in London and Canada. This organization is providing used and refurbished computers to low income families. A YouTube video to highlight this initiative below.
As teachers we must first learn what tools and resources are available to each student at home. Initial class surveys and gathered background information can provide this opportunity. Teachers must then be sensitive to any lack of resources and assist by seeking creative ways, such as the interventions discussed earlier, to bridge the gap for those with little or no access. In such a case, teachers must additionally give consideration to the types of assignments made and their requirements. Ongoing flexibility in project assignments and student groupings should be considered. Finally, teachers may initiate and participate in an engaged social network to include teachers, technology and media center staff and parents for the purpose of jointly addressing issues surrounding equitable access and finding solutions for those impacted.
Rideout, V. (2011). Zero to Eight: Children’s Media Use in America. COMMON SENSE
MEDIA, 7 - 44.
Barron, B., Walter, S., Kennedy-Martin, C., & Schatz, C. (2010). Predictors of creative
computing participation and profiles of experience in two Silicon Valley middle
schools. Computers & Education 54, (54), 178 - 189.
RCT Video:
Some examples of interventions that may be planned to assist in providing equal access would include before or after school programs that offer computer and accessory access. Media centers are typically staffed before school, and there are often teachers and labs available after school if students are able to make arrangements to be there at those times. After school clubs such a technology clubs, robotics and STEM initiatives provide additional technology use by all students. Additionally, public libraries, community-based organizations or clubs can plan and promote programs that provide computer access, resources and mentors to lower income populations. Teens as well as retirees may be recruited to volunteer their time in these community-based clubs or organizations.
Another excellent example of an innovative intervention would what is being done by Renewed Computer Technology (RCT), a non-profit, charitable organization in London and Canada. This organization is providing used and refurbished computers to low income families. A YouTube video to highlight this initiative below.
As teachers we must first learn what tools and resources are available to each student at home. Initial class surveys and gathered background information can provide this opportunity. Teachers must then be sensitive to any lack of resources and assist by seeking creative ways, such as the interventions discussed earlier, to bridge the gap for those with little or no access. In such a case, teachers must additionally give consideration to the types of assignments made and their requirements. Ongoing flexibility in project assignments and student groupings should be considered. Finally, teachers may initiate and participate in an engaged social network to include teachers, technology and media center staff and parents for the purpose of jointly addressing issues surrounding equitable access and finding solutions for those impacted.
Rideout, V. (2011). Zero to Eight: Children’s Media Use in America. COMMON SENSE
MEDIA, 7 - 44.
Barron, B., Walter, S., Kennedy-Martin, C., & Schatz, C. (2010). Predictors of creative
computing participation and profiles of experience in two Silicon Valley middle
schools. Computers & Education 54, (54), 178 - 189.
RCT Video:
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