I clearly remember the first time I heard about Facebook. Of course at that time it was called The Face Book, and was for college students only. Sitting in the biomechanics lecture hall, waiting for the professor to begin, a classmate of mine asked, “are you on The Face Book? “ I cannot believe that it has been eight years since the beginning of the first social networking site, six years after the first YouTube video, and four years after the introduction of the first touch-screen smartphone. Believe it or not, it is here, and it is the way people communicate, entertain, and educate. Because technology is prevalent in education today, teachers must be sure that students have equitable access to technology. This requires an understanding of the community in which you teach, and the ability to implement a process to create that opportunity for the family of your students.
It is well-documented and accepted that family involvement in schools perpetuates student success. As an educator it can be challenging to increase involvement with parents and members of diverse communities. One solution is to use information and communication technology (ICT) as a bridge between schools, families, and the community (Hohlfeld, Ritzhaupt, Barron). Knowing that information is a great first step, but as mentioned prior, the teacher must also understand the community in which she teaches, and how that community uses technology.
In affluent areas technology communication is extremely prevalent with 57% of parents having a smartphone, being able to access technology at any time. With lower income families only about a quarter of the parents have smartphones (Common Sense Media). The students themselves also vary in their technology use and access. Younger and younger children are beginning to access technology. Over a quarter of children from 0-8 years of age access digital media use (Common Sense Media). Additionally media users vary by race and socio-economic status, but not by gender. Children with parents from higher income families spend less time with media (Common Sense Media).
Knowing the information about how students and their families use technology paves a way for teachers to structure their use of technology to meet the needs of all students. There are a few options teachers can use to ensure equitable access to the information. The first is to allow for in class time of computer use. Today schools have media centers and computer labs where all students can access educational content and have equitable access to technology. Another way to create equitable access is to share devices. The teacher can pair or group students who do not have media technology with those how do, and they will have access to the same material.
Although those are sufficient methods for students, how can we create equability to parents, one option is to inform parents about the free Internet access at the local library. As a free member of the library anyone can access the Internet and use the technology provided locally. Another option, which provide equitable access to information, but not technology, is to send home hard copies of all information being provided via a blog or class website to the parents of those who do not have media technology in the home.
A teacher is never going to be able to ensure all things are equal for their students and the family of their students. What they can do is work to make things equitable by obtaining knowledge about the members of their class, and implementing systems that will promote equitable access to technology for all students and their families, to promote learning at the highest level.
Resources:
Tina N. Hohlfeld a,*, Albert D. Ritzhaupt b , Ann E. Barron a (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55, 391–405. https://kennesaw.view.usg.edu/content/enforced1/699840-CO.430.ITEC7430.12287.20154/Hohlfeld2010.pdf?d2lSessionVal=GcoVgK9w6EoD1KkBbyntfXryG&ou=699840
Zero to Eight Children’s Media Use in America (2011). Common Sense Media. https://kennesaw.view.usg.edu/content/enforced1/699840-CO.430.ITEC7430.12287.20154/zerotoeightfinal2011.pdf?d2lSessionVal=GcoVgK9w6EoD1KkBbyntfXryG&ou=699840
It is well-documented and accepted that family involvement in schools perpetuates student success. As an educator it can be challenging to increase involvement with parents and members of diverse communities. One solution is to use information and communication technology (ICT) as a bridge between schools, families, and the community (Hohlfeld, Ritzhaupt, Barron). Knowing that information is a great first step, but as mentioned prior, the teacher must also understand the community in which she teaches, and how that community uses technology.
In affluent areas technology communication is extremely prevalent with 57% of parents having a smartphone, being able to access technology at any time. With lower income families only about a quarter of the parents have smartphones (Common Sense Media). The students themselves also vary in their technology use and access. Younger and younger children are beginning to access technology. Over a quarter of children from 0-8 years of age access digital media use (Common Sense Media). Additionally media users vary by race and socio-economic status, but not by gender. Children with parents from higher income families spend less time with media (Common Sense Media).
Knowing the information about how students and their families use technology paves a way for teachers to structure their use of technology to meet the needs of all students. There are a few options teachers can use to ensure equitable access to the information. The first is to allow for in class time of computer use. Today schools have media centers and computer labs where all students can access educational content and have equitable access to technology. Another way to create equitable access is to share devices. The teacher can pair or group students who do not have media technology with those how do, and they will have access to the same material.
Although those are sufficient methods for students, how can we create equability to parents, one option is to inform parents about the free Internet access at the local library. As a free member of the library anyone can access the Internet and use the technology provided locally. Another option, which provide equitable access to information, but not technology, is to send home hard copies of all information being provided via a blog or class website to the parents of those who do not have media technology in the home.
A teacher is never going to be able to ensure all things are equal for their students and the family of their students. What they can do is work to make things equitable by obtaining knowledge about the members of their class, and implementing systems that will promote equitable access to technology for all students and their families, to promote learning at the highest level.
Resources:
Tina N. Hohlfeld a,*, Albert D. Ritzhaupt b , Ann E. Barron a (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55, 391–405. https://kennesaw.view.usg.edu/content/enforced1/699840-CO.430.ITEC7430.12287.20154/Hohlfeld2010.pdf?d2lSessionVal=GcoVgK9w6EoD1KkBbyntfXryG&ou=699840
Zero to Eight Children’s Media Use in America (2011). Common Sense Media. https://kennesaw.view.usg.edu/content/enforced1/699840-CO.430.ITEC7430.12287.20154/zerotoeightfinal2011.pdf?d2lSessionVal=GcoVgK9w6EoD1KkBbyntfXryG&ou=699840