During this learning pathway, you will explore the "Leader" sub-standards within the ISTE Standards for Educators. If you have not already, be sure to read Chapter 6 from the ISTE book, "Digital Equity" (pp. 81-96).
You will choose a combination of tasks that total 75 points. This could be three (3) 25-point tasks OR one (1) 25-point task and one (1) 50-point task.
Remember, a 25-point task should take you about 45 minutes to an hour, and a 50-point task will take about 90 minutes to 2 hours.
Note that Task 1 is required of everyone.
Please see your Bb course shell for submission deadlines. Your submission should be an open link (enable editing/comments) to a DIGITAL ARTIFACT (e.g. document, slideshow, infographic, etc.) and include a contextualization of how the task applies to this ISTE Standard/Pathway.
For everyone on the Leader Pathway, a better understanding of the digital divide, technology equity, and equitable access is a must.
Digital Equity
Educational technology implementation takes time and requires initial research, testing and work. Some schools or work environments have a great technology plan, some not so much. Budgets are tight, and many times technology is not a high priority on the list. You may also find a great imbalance between the level of software and hardware available for student and teacher use and the training that comes along with using those technologies.
Hardware and software may be current and update, but teachers are not trained on how to use it. Or, teacher training is a priority, but the hardware and software are lacking or out dated which makes it difficult to implement technology tools into instruction. How do these imbalances impact student learning and achievement? How is student learning and achievement measured? Better yet, how do we know that the technology tools that educators are implementing into classroom environments are impacting student learning and achievement? Who's evaluating the effectiveness of technology implementation? Often, the impact of technology implementation in education is not measured at all.
Equitable Access
Move beyond digital equity to advocacy beyond the walls of the school. How did YOU specifically advocate to remove barriers and create opportunities where none existed before? Advocating involves urging, arguing for or lobbying for equal access for all students or teachers in your district or building (and even beyond). As well as, equal access to digital resources so that one student does not have an unfair advantage over another. Equitable access is much more than a one-to-one program or training on a single platform or learning management tool. Teachers need to be advocating for access to technology for all populations at school and at home. Examples could be a teacher opening up his or her classroom technology to students regularly after school or during breaks in the day, or working with the district to promote wifi access for disadvantaged students in the local library, on buses, or via check out of wifi devices that can be used in the students' homes.
These are all questions and thoughts that you may need to address in your classrooms and schools.
As you think about the differences "equitable access" and "digital equity," you should know that ISTE defines these as two closely-related, yet distinct items:
Equitable access is leveling the playing field for all students so that even when they are outside of the brick and mortar building, they are able to access resources. For example, providing wifi hot spots on buses so that students can do homework because they do not have access to the Internet at home.
Digital equity is providing equity in technology resources across the organization. For example, making sure the 3rd graders in one building have the same resources as in another.
For now, we invite to engage in this assignment (which will be complemented by Anchor Assignment #4) as a way to begin deeper, more substantive conversations with your partner and your district administration about issues of equity.
To become familiar with the topic, you will:
Read:
"Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Framework and Factsheet" (February 2019)
“Teaching Our Way to Digital Equity” by Justin Reich in Educational Leadership (Vol 58, Num 5; Feb 2019)
“4 Ways to Improve Digital Equity in Your Classroom” by Kaili Hwang in Common Sense Education (April 18, 2019)
CoSN’s Digital Equity Action Toolkit: Supporting Students & Families in Out-of-School Learning (June 2018)
View “Digital Equity and Instructional Quality: Transforming Teaching Through Technology” (23:38)
After reading and viewing, write a brief summary of these materials, 200-250 words total. No APA citations are required. Please use the following sentence stems to prompt your thinking:
Before I knew about tech equity and equitable access, I thought...
Then, from this initial research on tech equity and equitable access, I now think...
With this new understanding, now I will change my teaching practice by...
Here is how I will "advocate"....
For this task, you will use a tool like Infogram, Piktochart, Canva, or Visme to design and aesthetically-pleasing infographic that includes 1) statistics about and 2) a definition of equitable access and tech equity. Additionally, you will include 3) at least two examples of a) how tech equity has been achieved through a variety of classroom examples and b) equitable access has been achieved beyond the classroom.
Watch: This video on "Infographics: Elements, Tools, & Ideas" for an overview of some of the research on non-linguistic representations as it relates to infographics as a method to convey your messages.
Some tips for designing infographics are readily available in a web search, yet one useful and brief, 10-minute video from Visme, “How to Create an Infographic - Part 1: What Makes a Good Infographic?” is particularly useful.
As you build your infographic, in addition to the readings and viewings from Task 1, you might also want to explore statistics and resources available from:
Lohr, S. (2018, December 4). Digital Divide Is Wider Than We Think, Study Says. The New York Times. Retrieved from https://www.nytimes.com/2018/12/04/technology/digital-divide-us-fcc-microsoft.html
As mentor texts, you might look at some existing infographics related to the digital divide:
Infographic Series: Reframing the Digital Divide from The Joan Ganz Cooney Center
The real digital divide infographic from Good Things Foundation
The Digital Divide shared by kcatoto on Visually
Submit a link to your summary/reflection (Gdoc or Word)
Submit a link to your infographic (or upload)
As with all of education, ed tech is full of acronyms. In this pathway task, you will explore four popular frameworks used for examining the level and methods in which you utilize, embed, and evaluate technology in your lessons. Understanding more about the frameworks (and limitations) can be helpful for you as a technology leader, someone who will, using the ISTE standard language, “[s]hape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
Begin with a lesson that you have taught in mind. As you move through each of the four models, reflect on how your lesson connects to the model/framework.
The four models/frameworks include:
SAMR - As one of the most popular frameworks for technology integration, Dr. Reuben Puentedura’s SAMR Framework offer educators a way to think about how they can substitute, augment, modify, or redefine learning tasks using technology.
TPACK - The TPACK model includes Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach looks at the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).
TIM - The Technology Integration Matrix is a place to evaluate learning environments and technology integration levels within the classroom. Developed by the University of South Florida in 2003 through a grant to their Florida Center for Instructional Technology.
TripleE Framework - Developed by University of Michigan's Dr. Liz Kolb, this framework evaluates the application of web tools/apps for the level in which they enhance, engage, or extend the lesson. Note, you will have an opportunity to go deeper into that learning about this framework in the Designer Pathway.
Visit the 21things4educators - Thing 1 - Tech Best Practice (DEFINE page) and take a tour of the four frameworks above. Expand your understanding of each of the four frameworks. Jot down your thoughts and ideas about how each approaches technology integration and how it connects to your lesson. Move on to the CONNECT page and take a look at the Teaching and Learning tabs for ideas on what this looks like the classroom and your professional practice.
Write a brief summary of what you have discovered about your lesson and the application of each of the frameworks/models, 200-250 words total. No APA citations are required. This is not meant to be a full analysis of your lesson with each of the the four frameworks; instead, consider this to be a "speed date" where you get to have your lesson meet each one briefly.
In the Learner Pathway, you started to explore the differences between programs offered by Google (Google for Education Certification), Microsoft (Microsoft Certified Educators), and Apple (Apple Teacher).
For this pathway task, you will begin to work on your certification. Since I have no way of knowing exactly how many tasks are in each certification, or how long they will take, I ask that you work on your certification for about an hour. Sign in, begin working, and take a screenshot of the lesson you are working on to include in your final reflection.
Write a brief summary of your progress, 200-250 words total. No APA citations are required.
This is a collaborative task and will require that you and your partner work together, synchronously and asynchronously, outside of class time.
With a partner in EDU 590, you will create a sharable digital resource (via Edublogs, Google Sites, PBWorks, Diigo, OneNote, Evernote, Zoho Notebook or other similar kind of tool (that is publically shareable) and document at least ten (5) additional tools that are appropriate for your content area and age level of learners. For each of the five tools, you will provide:
Name of tool (and hyperlink)
A brief description of the tool including:
The purpose (1-2 sentences)
The functions (2-3 sentences)
Potential uses of the tool for your content area and learners (2-3 sentences)
A screenshot of the tool in use
Finally, you will confirm that the tool does (or does not) adhere to the Student Privacy Pledge.
Reflection Prompt
After collaboratively creating the shared list, individually and independently reflect. Consider your key take away's and how these may inform your instructional practice.
Consider ISTE’s second overarching goal for educators, Leader, and the second and third sub-standards, “Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students” and “Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.”
What have you learned about yourself and your ability to collaborate to develop an online resource with a partner? What surprised you the most? In what ways can you continue to use this tool -- and your skills as a collaborator -- in the future?
Write a thorough summary of your entire experience building this resource, Include screenshots and hyperlinks if appropriate. 400-500 words total. No APA citations are required.
Overview of the Task
Identify a group of learners or stakeholders where there is inequity in technology. You will be drafting a plan of action and ongoing advocacy.
Overview
Never was the inequity of technology more evident than during the pandemic - lack of skills, devices, Internet, and/or access to programs. To really understand inequity, we must examine the subgroups and demographic information available. In Michigan, the Center for Educational Performance and Information created MISchoolData to help parents, legislators, educators, the media, and the public understand data stories. To better understand inequity, MISchoolData has a COVID-19 Dashboard and an opportunity to explore data by Sub-Groups to name just a few. The K12 menu provides access to Student Counts where you can explore demographics like race, ethnicity, gender, or socio-economic status. Also in the K12 menu are the Special Education counts, where you can explore the number of students by disability.
Inequities exist in this world, and technology can be leveraged to solve problems. Technology can be used to level the playing field, for example in the case of Assistive Technology. Digital tools can be tapped to support struggling students or to improve the learning experience for students. You can learn more about what Assistive Technology is in the DEFINE section of the 21things4educators - Thing 20 - Assistive Technology. To examine specific tools visit the CONNECT page, and learn more about accessibility features by platform. Advocacy can involve researching and empowering students with great tools like Microsoft's Immersive Reader, or understanding a Chromebook's accessibility features.
As you consider the group of learners, you must also consider the school district or organization that you work for and their views on how you can support your target population. For most school districts, there is a District Vision statement - and in most cases, a District Technology Vision. Check the school district web page, or your organization's About page.
Leaders must focus on inequity - and in particular how to use district philosophies and resources to support learner variability. This may involve building in accommodations or providing digital tools to make up for a lack of access and accessibility. The ISTE Educator Standards, and in particular 2.2.b, encourage us to, "Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students." With your District's EdTech vision as your guide, you are also connecting to the ISTE Educator Standard 2.2.a, where you "Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders."
Reflection Prompt
Create an Action Plan for Equity. After identifying a group of learners or stakeholders where there is inequity in learning, design, or technology, describe the situation and your steps to advocate. Briefly describe:
The target population -- a group of learners that has an unfair disadvantage in learning, design, and technology within your scope of influence.
The areas where opportunities with technology are disproportionate across your stakeholders.
Data available on the group of learners and the inequity.
Your organization's Vision or Mission as it relates to the plan.
Your research on solutions available - the opportunities to level the playing field in technology.
The technology previously not available that needs to be advocated for.
A recommendation and plan for how you will advocate
How your advocacy will be ongoing.
Write a thorough summary of your advocacy plan, including screenshots and hyperlinks if appropriate. 400-500 words total. No APA citations are required.