https://padlet.com/danielszokoly/ef1vworiyw0y724t An examination of how access to technology could affect equitable access to education as many institutions move towards hybrid learning. en-us 2022-06-08 12:20:10 UTC 2022-06-09 13:13:12 UTC hello@padlet.com danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214929713 Attached is a map of what areas of Georgia are serviced by Broadband high speed internet(gold) and which parts aren't(tan). The ability to access reliable internet will have a large impact on who is or isn't successful in hybrid learning environments. As can be seen, large portions of Georgia, especially rural areas, will be disadvantaged if  there is not equitable access to high-speed internet. 

https://broadband.georgia.gov/maps]]> 2022-06-08 12:35:42 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214929713 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214940915 At a cursory glance, there appears to be significant overlap between areas of Georgia that have higher poverty rates and that are also unserviced by high-speed internet. This correlation could exacerbate the problems faced by learners in these areas if a) there is a lack of infrastructure to support virtual learning and b) they don't have the capital to overcome this hurdle.   

https://www.indexmundi.com/facts/united-states/quick-facts/georgia/percent-of-people-of-all-ages-in-poverty#map]]> 2022-06-08 12:45:27 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214940915 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214962681 Within the United States, there are disparities in who has access to technology and who does not, with race, class, and geography often being major indicators. Especially since the beginning of the Covid-19 Pandemic in 2020 many school districts have moved towards hybrid methods of teaching/learning which usually involve access to internet platforms. For disadvantaged students who do not have access to the internet formal learning may become impossible if the mode of instruction is mostly digital.  

https://nces.ed.gov/blogs/nces/post/the-digital-divide-differences-in-home-internet-access]]> 2022-06-08 13:04:04 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214962681 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214983396 In looking at these statistics in juxtaposition with the above set, it appears that while Black and Hispanic students are more likely to be learning on virtual platforms, they are also less likely to have the infrastructure needed to do so successfully. Few would argue against the fact that every child deserves equal access to an education. However, if internet access seen a vital tool to make distance learning work, are we truly providing equitable educational opportunities?

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help]]> 2022-06-08 13:20:33 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214983396 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214996307 I think the term "Covid Gap" is overgeneralized in many cases and that it is too early to know the long term effects of the pandemic on student growth. However, there is data using standardized platforms, again dubious, that suggests that students of color have been negatively impacted in regards to reading and math. This report was created using the metrics of the i-Ready platform, which is used in 25 states and has over 357,000 students users. 

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help]]> 2022-06-08 13:30:07 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2214996307 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215054491 The following article discusses the importance of "place-based digital inclusion coalitions" that work to provide access to technology and lessen the "digital divide" between people with and without access to technology (Dankowski, 2022, p. 38). Although the article is designed for library professionals, I feel that article is useful for educators to read because it shines a light on how community organizations are developing in order to bridge this inequitable access. This could provide a resource for educators who are facing difficulties with students' lack of access to technology. In the article, the authors address inequitable distribution of resources, the difference between internet-enabled devices and usable devices, and the direction libraries and media specialists are headed to try and help mitigate these inequities.

The three authors describe the digital coalitions that have formed around the country and the major successes of their organization. In addition to highlighting issues of inequity in who has access to vital technological resources, they have been successful in helping bridge this gap by securing funding for laptops, mobile hotspots, and other resources students can take home via CARES Act funding. However, they also delve into the difficulties they faced during the outbreak of the Covid-19 Pandemic when they had to cancel or limit the digital literacy training they were providing to community members, which would have proved invaluable during the pandemic as many were forced to remote work spaces/learning environments whether they were ready or not.

Finally, the article discusses steps that libraries can take to engage in the work of building digital coalitions and developing relationships with the community that make the partnership work. It mentions current legislation that have earmarked funds for digital inclusion such as the "Infrastructure Investment and Jobs Act, Emergency Broadband Benefit, and American Rescue Plan" (Dankowski, 2022, p. 41). In addition to funding, the article also suggests participation in the National Digital Inclusion Alliance (NDIA) which brings together these different coalitions and provides resources in their efforts to provide digital resources to those without.

Dankoswki, T. (2022, March). Getting there together. American Libraries.]]> 2022-06-08 14:15:52 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215054491 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215096669 The article begins by pointing to the absurdities of the United States' educational policy towards technology, specifically how the money is "not wisely spent," and the allocation of technology is wasted as computers are withdrawn from use every few years and end up finding their way to landfills instead of into the hands of students (Shapiro, 2010, p.208). The author points out that this confines many students' computer experience to the school setting, which is highly structured and doesn't allow for students to explore in a way that really fosters technological fluency. The main component I found interesting in this article was the Computers In the Home Project the author participated in that delivered donated computers to students in the Arlington, Va area.

In addition to the computers, the author wanted to make sure that the computers included typing software that was required for the third-graders in his district. Anecdotally, the students he delivered these computers to had great successes in digital literacy and typing capabilities that surpassed others in their grade level. These students found success in other classes as now their typing abilities allowed them to complete other assignments at a faster pace. Personally, I think the typing skill is undervalued and when considering how much time I do writing papers, it's hard to imagine doing the same amount of work if I was only able to type proficiently at half the speed. In addition to the digital literacy benefits, the author also saw social benefits of siblings being able to tutor and help one another at home on a device and software that was accessible to both.

The experiences of the author were so positive that educators and students in the district had a "software drive" which collected thousands of dollars worth of educational software that the author could then use to install on computers that were being donated. In addition to the educational and social benefits of these donated computers, it provided unintentional opportunities for learning as well. The author mentioned that he informed every family that he donated computers to that none of them could be broken beyond repair, if there was a problem with the computer than he could fix it, or last resort replace it. However, in one notable instance, a student's computer did break but they went through the steps of fixing it themselves and took pride in their ability to trouble shoot through technological problems. In my opinion, the overall merit of the article lies not in the Economic view in which the author looks at this phenomenon, although I am an Economics teacher so I do appreciate it. It was more beneficial for me to see the widespread benefits students receive when they do gain access to these technological resources, and how that bleeds into the rest of their lives.



Kritt, D. W., & Shapiro, P. (2010). Education and technology : critical perspectives, possible futures. Lexington Books.]]> 2022-06-08 14:51:32 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215096669 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215146897 Looking at both pre and post-pandemic, the authors of this article examine how the move towards distance learning by schools has impacted students with disabilities, specifically in rural areas. The article examines guidelines created by the National Rural Education Association (NREA) before the pandemic, which include providing technology "to PK-12 schools in rural communities struggling with acquiring, implementing, and receiving supports and access to technology" (Gallegos, 2022, p.1). However, the authors point to the fact that these guidelines were not implemented by state educational agencies and the barriers which already existed for students with disabilities were increased because of the pandemic and the lack of support they received through digital platforms.

One of the authors keep arguments is the need to equip rural communities with the technology resources they need in order to provide proper supports to students with disabilities, especially if districts are moving towards more hybrid learning models. Additionally, the authors point out a lack of scaffolding if technology is moving on towards "artificial intelligence (AI), mixed-reality simulation ,and robotics," and certain student populations don't even have access to the current generation of technology (Gallegos, 2022, p.4). In addition to students with disabilities, the authors point to students who are Culturally or Linguistically Diverse (CLD) who have been similarly disadvantaged with the move towards virtual learning. This lack of resources and technological infrastructure is a factor that the authors attribute to the low rate at which students from rural areas attend post-secondary institutions, specifically in STEM programs.

A final problem that the authors point to is that the lack of technological infrastructure should be viewed in conjunction with a lack of Special Education specialists in rural areas. The authors recommend for these districts to adopt content like "Universal Design for Learning (UDL)" whose "frameworks are specifically created with the incorporation of technology" in mind (Galleggos, 2022, p. 5). Additionally, educators need the training to implement this UDL successfully in a virtual setting, and if these two conditions are met, the authors argue, students with disabilities in rural areas will have access to significantly more opportunities in a virtual education environment.

Gallegos, B., Dieker, L., Smith, R., & Ralston, N. (2022). Serving Students with Disabilities who are Culturally and Linguistically Diverse in Rural Communities: Technology Access is Essential. Northwest Journal of Teacher Education, 17(1). https://doi.org/10.15760/nwjte.2022.17.1.1]]> 2022-06-08 15:35:30 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215146897 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215162106 Neo-Marxism leans heavily upon the notion that systems of power create, enforce, and reinforce class as a way of maintaining power. In researching equity and access to technology during the pandemic the inequities are glaring in regards to who has access to vital technological resources and who does not. A neo-marxist would argue that this lack of access to capital by lower and working class people will further entrench them in class and will create additional barriers for economic mobility. ]]> 2022-06-08 15:49:49 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215162106 danielszokoly https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215171190 In researching this topic I also leaned heavily on a framework of post-modernism. From this framework I took the skepticism, criticalness, and the rejection of the status quo needed to address the issue that a student's educational opportunities shouldn't be dictated by their zip-code. Many take it for granted that our educational system is structured the way it is, because that's the way it has always been. However, I would argue that our system is structured in a way that deliberately benefits certain groups while disenfranchising others. ]]> 2022-06-08 15:57:41 UTC https://padlet.com/danielszokoly/ef1vworiyw0y724t/wish/2215171190