MODULE+3

=Equity, Ethics, and Technology=

Description: Module 3 is concerned with the Equity and Ethics surrounding technology use within the classroom. The readings also indicate 3 different digital divides: 1.Access to technology, internet, and software, 2. access to achievement enhancing tech and tech instruction, and 3. access to culturally relevant technology instruction. The readings also discussed the ethical dilemma surround copyright laws.

Impact: Readings indicated what I'd always considered common knowledge--that students from low-income, minority status have less access to quality technology and technology education than their higher income white counterparts. Urban schools have fewer computers than other schools. Urban schools also have less access to technology-competent teachers, and parents of students in urban schools are less tech-competent. Furthermore, students in urban middle schools are more often exposed to drill-and-kill practices on the computer, in contrast to white and upper-class students being exposed to activities that require higher order thinking skills.

Intent: This week's assignments hit home for me. I teach in an urban middle school with a high percentage of minoritiy and low income students. So for me, I felt as if I were a subject of the studies mentioned in the readings. These readings made me aware of several practices that go on within my building. The first that comes to mind is Study Island, a computer software program purchased for our math and language arts departments. This software program is widely used by teachers, and yet, it is a drill-and-kill basic skills program designed to increase test scores. After the readings, I realized how much we are dependent on these remedial programs, forfeiting opportunities to allow our students to expand their minds with open-ended, higher order thinking scenarios. Indeed, our building is more focussed on basic skills acquisition than anything else. After reading this, I know what I must make every effort to increase the opportunities my students have to utilize technology to analyze and solve real world problems.

I was also made aware of the ethical issues surrounding publication of student achievement. I am left wondering if it is at all ethical to post tests in the hallway, given that student records are to remain confidential. Our building is currently on a campaign to increase test scores, and as a result, we administer weekly 5 question quizzes in all subjects. The results of these quizzes are posted on large boards outside of the classrooms. Everyone who passes by can see everyone elses weekly quiz scores. After this week's module, I'm not sure this practice is ethical. Indeed, I had been posting weekly quiz grades as a class percentage (class 1=68%, class 2=67%, class 3=69%). I feel that my method of displaying quiz grades is far more ethical than those posters that list all students by name.

I was also struck with an idea while reading about the digital divides. The second digital divide indicates that students do not have access to tech-competent parents and teachers, and that they are not being given opportunities for achievement enhancing activities. I know from personal experience, assigning internet based, or even computer based, homework is difficult in an urban school setting--students simply do not have access at home. However, I recall a phenomenon that occured in my husbands family: my niece was continually getting homework assignments that required internet/computer access, and as a result, her guardian purchased a laptop and internet access to accomodate. I see this as the supply-and-demand principle: if I as their teacher continue to assign work that needs internet access, parents will recognize the need for computer and internet access. Naturally, I cannot make these assignments such that a student fails without access, but I can continue to "nudge" their parents/grandparents into the digital era with these assignments.

As I read of the digital divide, I was also struck by the strategies to counter the first digital divide. Our school has an after school program that offers a computer class, yet my concern is with the technolgical competence of the teacher. All too often our students are given computer access the only results in gaming. Some of our teachers clearly think that computer time is game time. This frustrates me, because our students need experiences with meaningful lessons, not games. At this point, I regret that I am powerless to do much about this dilemma, but next year I plan to become part of the afterschool progam so that I can better integrate technology use and availability to our students after school.

Strength and Weaknesses I believe I am very strong in understanding the digital divide as it pertains to minorities and low income students. I am also a strong technology-competent teacher, and I implement meaningful technology based lessons whenever appropriate. My weakness is when copyright issues arise. As stated in the readings, technology use is every changing and evolving, to the point that new copyright issues arise rapidly. I worry that my students do not understand copyright issues as much as they should, and indeed, I am not knowledgeable enough on the subject myself.