Access for All

Introduction to Access

In education, we speak about reading as a key to student success. The ability to read allows a child to access the incredible wealth of knowledge stored up in books, the media, and the Internet. But, as more and more text and media is online, if a child can not actively access the digital text and media, what good is the ability to read?

In the modern world, access to the connected world is a necessity for learning and sharing student voice, just like literacy. The Pew Research Center indicates that 5 million homes with school-age children do not have high speed Internet access. This statistic is only exaggerated as we begin to dis-aggregate the data by other factors like low-income status and minority groups. (Horrigan, 2015)

In the very near future, I expect Access to be a human right that is met for all students in the United States, and eventually around the world. Alas, in the meantime, schools and communities are looking to address these needs at the local level. This site serves as a guide for institutions looking to implement a successful solution for their stakeholders.

Five-Step Plan for Success

Providing Access for students is common-place in the classroom. However, Access at home is also a necessity. Once you have internalized the need for Access for all, there are a few steps to changing your community culture. In my school district we identified a few crucial steps or phases that have lead to success. They are:

As you change the culture in your community, consider these steps to ensure you meet the needs of your stakeholders. There is nothing worse than addressing a problem than realizing that didn't solve the root issue.

Finally...

In regards to Phase V, Access is more than getting students to leverage their devices and the Internet. There has to be a plan for helping students safely and effectively use technology. The phrase "Learning First, Technology Second" is common in the EdTech world and really sums up the point here. Technology is a powerful lever in the classroom but only when it serves our students' unique learning objectives.

Studies are finding that "students from high-poverty backgrounds were far less likely to have rigorous learning opportunities when it comes to technology. Forty-one percent of eighth-grade math students from high-poverty backgrounds, for instance, regularly used computers for drill and practice. In contrast, just 29 percent of middle school students from wealthier backgrounds used the computers for the same purpose." (Boser, 2013) In Ogden School District, we see similar tendencies as we survey our diverse schools. We have taken a strategic approach to support our personal-device programs and ensure that student use of technology aligns with instruction. Phase V will detail a few approaches that may support your community. (Horrigan, 2015)