Digital Access is defined as "full electronic participation in society." This means we all have the right to access technology through the use of computers, Smart Phones, and tablets (educatorpages.com, 2018).
Digital Equitable Access is defined as "ensuring that all students have equal access to technologies in the classroom" (educatorpages.com, 2018).
Digital Equitable Access is defined as "ensuring that all students have equal access to technologies in the classroom" (educatorpages.com, 2018).
Here's a short video that will explain what Digital Access is. Check it out!
Rbc YoungLeaders. (2015, April 2). Digital Access. [Video]. YouTube. https://youtu.be/wqadTQ8Rwbc.
What does this look like in the classroom?
What are the responsibilities of the teacher and the school?
What are the responsibilities of the teacher and the school?
Digital Equitable Access means that all students have access to technology in the classroom, even if there is not a 1:1 technology to student ratio. It also means that students have teachers who know how to use the technology to teach
(https://www.iste.org, 2021).
Classroom Teachers: It is the job of the classroom teacher to be knowledgeable in how to use the technology for instructional purposes, to design lessons that support using technology as an instructional tool, and have a plan of action for students during the day or week to use the technology to foster learning. If there is not a device for each student, the classroom teacher must design a schedule so that all students have equal access and time to use the technology. In addition, technology should be used to support students' various learning styles, ability levels, and special needs such as the use of any assistive technology tools necessary for student success. Teachers should be aware of students' ability levels in regard to technology use and be able to support all students in their endeavors (https://www.iste.org, 2021).
The School/District: It is the responsibility of the district and school to provide devices for students' use. In order to support digital learning for all students, and to bridge socio-economic gaps, the district must "ensure sufficient bandwidth and connection speeds to allow learning and teaching to occur anytime, with limited interruptions resulting from infrastructure problems" (https://www.iste.org). In addition, school districts must provide teachers with technology resources and training to meet the diverse needs of students. (https://www.iste.org, 2021).
(https://www.iste.org, 2021).
Classroom Teachers: It is the job of the classroom teacher to be knowledgeable in how to use the technology for instructional purposes, to design lessons that support using technology as an instructional tool, and have a plan of action for students during the day or week to use the technology to foster learning. If there is not a device for each student, the classroom teacher must design a schedule so that all students have equal access and time to use the technology. In addition, technology should be used to support students' various learning styles, ability levels, and special needs such as the use of any assistive technology tools necessary for student success. Teachers should be aware of students' ability levels in regard to technology use and be able to support all students in their endeavors (https://www.iste.org, 2021).
The School/District: It is the responsibility of the district and school to provide devices for students' use. In order to support digital learning for all students, and to bridge socio-economic gaps, the district must "ensure sufficient bandwidth and connection speeds to allow learning and teaching to occur anytime, with limited interruptions resulting from infrastructure problems" (https://www.iste.org). In addition, school districts must provide teachers with technology resources and training to meet the diverse needs of students. (https://www.iste.org, 2021).
A survey was sent to families of remote learners for the purpose of gathering information about parent knowledge of technology resources available to them in their community that support student learning via Chromebook, and to ascertain parent comfort level with assisting their child(ren) with technology during remote learning. Each student in the district was provided a Chromebook for use, internet hotspots were set up by the district, and a technology bus and its schedule were provided to support families who experience technology issues. Information about these services has been consistently sent to families in weekly phone and e-mail messages from the school principal and classroom teachers directing families to technology resources provided on the school website and on each teacher's Schoology page. Even with these supports in place, there are families still experiencing difficulties with working internet connections and Chromebook issues or finding hotspot locations for free internet use. The hope is that survey results will be reviewed and addressed, and additional supports will be offered to families still having technology issues.
Technology Survey Results Explained
What does this data mean?
What does this data mean?
Data was collected from 12 out of 15 families. Families were asked to rate their knowledge of technology services offered by their school district and community, as well as rate their personal experiences with their own internet services as it affected their child's participation in online learning. The following are the results explained.
1. When asked to describe their own internet service during remote learning, 0% of families rated their experience as Excellent with no issues. Eight of 12 families, or 66.7% rated their experience as Fair, with minimal connection issues to Zoom. These disruptions did not interfere with student learning. However, four of 12, or 33.3%, rated their experience as Poor with the connection issues greatly interfering with their child's learning. As this is over one-third of the class, this percentage is very high and must be addressed.
2. Families were asked about their knowledge of access to free computer and internet use in their communities prior to remote learning. Nine out of 12 families, or 75%, said No, they do not know about them. No families, or 0%, said Yes, and three of 12, or 25%, of families said Maybe, meaning they might have a general idea of where these sites are located.
3. Families were asked about their knowledge of hotspots set up in their community by independent businesses that offer free Wi-fi access if they provide their own device. These devices now include student issued Chromebooks provided for remote learning. Only two of 12 families, or 16.7% said Yes, they were aware of them, while 10 of 12, or 83.3% said No.
4. When asked if they have transportation to access these hotspots, 11 of 12, or 91.7% said Yes, while one family, or 8.3%, said No.
5. Families were asked about their comfort level with technology and skills necessary to help their child with remote learning. Three of 12, or 25% said they felt highly knowledgeable and comfortable, seven of 12, or 58.3%, said they felt moderately comfortable and knowledgeable, two of 12, or 16.7%, said they felt just a bit uncomfortable, and 0% of families said they felt very uncomfortable.
6 - 7. If their child's school offered access to a computer lab with printers before or after school 50%, or six of 12 families said they would use it while 50% said they would not. However, 100%, or all 12 families chose the after school hours to use the lab if one was provided.
8. When asked about Assistive Technology services provided by the school district, only two of 12, or 16.7% said they were aware of them and knew how to access these services. Eight of 12, or 66.7%, know they exist but do not know how to access them, and two of 12, or 16.7% are not aware of these services.
9. When asked if they would like to receive more information about Assistive Technology services offered by their district, one of 12, or 8.3% chose Autistic Services and Assistive Technology, one of 12, or 8.3% chose Extended School Year Services, and 11/12, or 91.7% said they do not need any information on Assistive Technology services at this time.
1. When asked to describe their own internet service during remote learning, 0% of families rated their experience as Excellent with no issues. Eight of 12 families, or 66.7% rated their experience as Fair, with minimal connection issues to Zoom. These disruptions did not interfere with student learning. However, four of 12, or 33.3%, rated their experience as Poor with the connection issues greatly interfering with their child's learning. As this is over one-third of the class, this percentage is very high and must be addressed.
2. Families were asked about their knowledge of access to free computer and internet use in their communities prior to remote learning. Nine out of 12 families, or 75%, said No, they do not know about them. No families, or 0%, said Yes, and three of 12, or 25%, of families said Maybe, meaning they might have a general idea of where these sites are located.
3. Families were asked about their knowledge of hotspots set up in their community by independent businesses that offer free Wi-fi access if they provide their own device. These devices now include student issued Chromebooks provided for remote learning. Only two of 12 families, or 16.7% said Yes, they were aware of them, while 10 of 12, or 83.3% said No.
4. When asked if they have transportation to access these hotspots, 11 of 12, or 91.7% said Yes, while one family, or 8.3%, said No.
5. Families were asked about their comfort level with technology and skills necessary to help their child with remote learning. Three of 12, or 25% said they felt highly knowledgeable and comfortable, seven of 12, or 58.3%, said they felt moderately comfortable and knowledgeable, two of 12, or 16.7%, said they felt just a bit uncomfortable, and 0% of families said they felt very uncomfortable.
6 - 7. If their child's school offered access to a computer lab with printers before or after school 50%, or six of 12 families said they would use it while 50% said they would not. However, 100%, or all 12 families chose the after school hours to use the lab if one was provided.
8. When asked about Assistive Technology services provided by the school district, only two of 12, or 16.7% said they were aware of them and knew how to access these services. Eight of 12, or 66.7%, know they exist but do not know how to access them, and two of 12, or 16.7% are not aware of these services.
9. When asked if they would like to receive more information about Assistive Technology services offered by their district, one of 12, or 8.3% chose Autistic Services and Assistive Technology, one of 12, or 8.3% chose Extended School Year Services, and 11/12, or 91.7% said they do not need any information on Assistive Technology services at this time.
What Can Be Done?
When analyzing all data collected, the largest issue with technology as it relates to online leaning appears to be internet service. With over one-third of families reporting their child's learning has been interrupted due to connection issues via the internet, the district needs to take a close look at how to address this issue. As many families, due to their socio-economic status, cannot afford to increase their bandwidth and upgrade their internet service, the responsibility lies with the public school district to provide services for these families.
The first step is to look at the areas in the community where these issues are occurring, and see if they are near in proximity to one another. If so, then steps need to be taken to add additional hotspots in those areas. Especially as 50% of families would not use a school computer lab if it was available, steps need to be taken to provide free and appropriate bandwidth internet access for these families. If hotspots in these neighborhoods are not possible, then information needs to be made available to these families as to the locations of free computer and internet access in the communities. With 75% of families saying they are not aware of these sites, and with 91.7% saying they do have transportation to access them, putting together a list of locations, times, phone numbers, and any additional information provided by the sites would be greatly beneficial to those who continue to have connection issues. The district must ensure it has done everything possible to provide equitable digital access for families of all socio-economic backgrounds.
A second issue is parent comfort level and knowledge of using the technology necessary to help their child learn online. While 58.3%, or seven out of 12 families said they have a moderate comfort level, 16.7%, or two of 12 say they are a bit uncomfortable. Keeping in mind that an adult's comfort level with and knowledge of using technology is not necessarily the same thing as helping their child learn with online educational applications, monthly, or as needed, online educational sessions could be held by school staff to teach families how to navigate Schoology, the online learning management system used by the district, which can be very overwhelming to families using it for the first time. Holding question and answer sessions for families to troubleshoot computer issues, or allowing them to experience "a day in the life" of their student by navigating these online activities and educational platforms would greatly benefit families who feel just a bit uncomfortable when helping their child, and it would deepen the knowledge of those who have a moderate comfort level with technology use as it pertains to helping their child with online learning, or using technology at home to complete school research assignments.
A third option is to create a computer lab(s) in school. Labs could be held four days per week after school. Families can sign up for the day(s) their child will use the lab, and a rotation schedule can be created. As 50% of families said they would use this resource, and only one classroom of families was surveyed to get this data, the assumption is that more families at multiple grade levels would take advantage of this service if it was provided. Computer labs could be created based on grade levels and interest. For example, there can be a K-2 lab and a separate 3-5 lab to start. Adjustments can be made based on family interest, and a limit can be set for the number of students per session. This would all be based on interest level. The school can enlist the help of staff members to monitor the lab(s). Labs can be held in several classrooms afterschool to reduce the number of students in the lab and allow for adequate spacing. This would also allow for more personalized attention from the teacher monitoring the students, and students will have access to a working internet that provides uninterrupted connection, in addition to having a teacher readily available to assist them with technology use while completing assignments. It would also allow those parents who lack confidence or skills needed to help their child feel more comfortable in knowing their child was getting help she or he needs with their assignments from a teacher. As students are using the lab, the parents of these students could potentially receive instruction in the school cafeteria, using student Chromebooks, to further develop their technology skills and comfort level. As families would be required to transport their child(ren) to the computer lab sessions, they could also receive training from teachers to maximize their time while their child is at school.
Finally, with regards to Assistive Technology Services offered by the district, 66.7%, or eight of 12 families surveyed, say they are aware they exist but do not know how to access information about them, and two of 12, or 16.7% are unaware of their existence. All services are listed on the school website, but rarely is information provided to all families in the beginning of the school year as a piece of general information. Unless a student has a prior diagnosis before entering school and already uses these services, any concerns are traditionally brought up by the teacher to a parent, or vice versa, and then the discussion surrounding these services takes place. The teacher contacts the appropriate school team and department and follows proper protocol to initiate steps necessary to obtain these services if a diagnosis is forthcoming. All throughout this process the parent or guardian is involved.
Assistive Technology: What Is It?
"Assistive Technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities" (Assistive Technology Industry Association, 2021). Persons with disabilities may include, but not be limited to:
- Autism spectrum disorders
- Blindness and low vision
- Deafness and hard of hearing
- Computer access problems
- Communication disorders
- Mobility impairment
- Mounting systems
- Learning disabilities
- Cognitive disabilities
- Web accessibility
- Augmentative and alternative communication devices (AAC)
Click here to learn more about Assistive Technology in a 2021 publication put out by the Assistive Technology Industry Association.
Immersive Reader is one form of Assistive Technology available to students. Click on Immersive Reader to learn more!
Assistive Technology Services and Information for Red Clay Consolidated School District
Click here to visit the Special Services Web Page to find additional information on Assistive Technology Services.
Click here to visit the Special Services Web Page to find additional information on Assistive Technology Services.
Language During Mealtime. (2020, August 7). What is Assistive Technology? [Video]. YouTube. https://yuoutu.be/DoukGhlKBm8.
What Can Families Do When the Internet Doesn't Play Nicely?
I do not have good internet service at home, I cannot upgrade, and my child has trouble staying connected to their class. What can I do?
I do not have good internet service at home, I cannot upgrade, and my child has trouble staying connected to their class. What can I do?
Feeling powerless to help our children can cause a great deal of anxiety and stress for everyone involved. Students continuously getting disconnected from Zoom causes a great deal of frustration and even tears, and it causes great disruption to our day and to students' learning. Families can have a computer or other device, but if you cannot access the internet at home, or the one you can access isn't working properly and meeting your child's needs, then they cannot become a Digital Citizen and use technology for its intended purpose. Whether your child is using a computer to learn from home, or using a computer at home to do school work and research assignments, to play video games, if you want to look up a recipe, online shop, OR to just talk to family and friends, if you cannot get online, then it's like your child having a bike with a flat tire. The bike looks really cool and awesome, they are so excited to ride it, but it just sits there. It's useless, and everyone is frustrated. Your child can't ride it, and where's the fun in THAT? So, what can you do if you do not have internet at home, OR if you do not have the right kind of internet for your child to do what they need to do for school? Well, here are some answers and possible solutions you can try.
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Internet Access Resources for Families in New Castle County, DE
Did you know that businesses in our communities REALLY got on board with making internet access available for our families and students when we all went to remote learning last year? And the BEST part is, not only is it available, it's FREE!! That's right, I said FREE!!! YAY!
Even now, when some students are back in the building, these hotspots, or free internet sites, are still available for us to use! Check it out!
Even now, when some students are back in the building, these hotspots, or free internet sites, are still available for us to use! Check it out!
New Castle County Resources NCC Government Center (87 Reads Way, New Castle 19720) NCC Gilliam Building (77 Reads Way, New Castle 19720) Garfield Park PAL (26 Karlyn Dr, New Castle DE 19720) Banning Park Maintenance Base (102 Middleboro Rd, Wilmington, 19804) Kimberton Police Academy (201 Kimberton Drive, Newark 19713) EMS Base 5 Parking Lot (North Broad Street, Middletown) Kirkwood Library (6000 Kirkwood Hwy, Wilmington, DE) Bear Library rear parking lot (101 Governors Place, Bear) (https://delawarebusinessnow.com/2020/03/new-castle-county-rolls-out- free-wi-fi-hotspots-near-its-buildings/). Below is a live map of permanent places in New Castle County that provide FREE public Wi-fi. Just click on the map to visit the website and find a convenient location near you! www.newcastlede.gov/2015/Public-WIFI |
Your Friendly Neighborhood Library Sign Up for Your Free Library Card Today! Did you know that in New Castle County there are 14 library branches you can visit? That's right, 14! WOW! Did you also know that each library is FREE? That's right, I said FREE! You just need a library card, and that's as easy to get as eating a bowl of ice cream! Each library also has computers and internet you can use any time they are open. And you guessed it, they are FREE! All you need to do is sign up to get your FREE library card! Your child can get one too. It's super simple, and, this one card lets you visit all 14 libraries in New Castle County if you want to. These libraries are a wonderful resource that also offer fun summertime activities and programs to keep children reading during summer vacation. Think of all of the books you can borrow! Just click on this link below to learn more! www.nccde.org/287/Branches |
Moving Forward To Shrink The Digital Divide
What Exactly Is It? (Click to learn more).
What Needs to Be Done to Ensure Equal Access For All?
What Exactly Is It? (Click to learn more).
What Needs to Be Done to Ensure Equal Access For All?
"The term 'digital divide' has traditionally described inequalities in access to computers and the Internet between groups of people based on one or more social or cultural identifiers" (Gorski, 2021). However, this phrase can also refer to other things prevalent in our world today. It can refer to different age groups: seniors vs. younger generations, people of different races and socio-economic backgrounds, different areas of the country: rural vs. urban, and the amount of funding allocated for various school districts based on the tax revenue. There are those districts who have access to technology and high speed internet and those that do not (Hiefield, 2018).
How can we ensure equitable access for all students as we progress through the 21st Century? How can we make sure all students are prepared to become productive citizens in a digital world? Matt Hiefield (2017) has proposed steps that can be taken to ensure that students within a school district, regardless of race or socio-economic background have equal access to technology and the internet, particularly after the school day is over. He says hotspots are one potential remedy that would allow students in a particular area access to free internet and Wi-fi services. A very real and viable solution is for students and families to take advantage of the community resources available. With the onset of Covid-19, many local businesses in their communities recognized the need for internet access for families, particularly when online learning commenced. As a result, they have set up hotspots where families can bring their personal device and use these services for free. (www.newcastlede.gov/2015/Public-WIFI). Public libraries and community centers are valuable resources as well. In addition, schools can keep computer labs open later, after the school day is finished, or in the morning before classes begin. Providing transportation may be possible from the district, but many families are able to provide this for their child, all they need is access to these services (Hiefield, 2018).
During the school day, when students presumably have access to technology and the internet, training educators in the use of technology as a teaching tool is imperative for student success with it in the classroom. It's one thing to have technology available for student use, but if teachers are not educated it its use as an instructional tool, then there is just one more resource that will sit unused. Training educators in the use of technology as an instructional tool that actively engages students in their learning, and as a tool for student collaboration, must be a priority for districts. Districts must be willing to invest in their educators if they are going to invest in the technology (Hiefield, 2017).
These steps are just a small part of what is necessary to begin bridging the Digital Divide and provide Equitable Technology Access for all. When the field of education, our government, and our families work together, a little bit at a time, we can achieve our goal of bringing technology and the internet to every student in and out of the classroom.
Digital Citizenship by Sherri Farnan is licensed under a Creative Commons Attribution 4.0 International License.