TPACKchapter2Reflections


 * 1) Click on the bottom of the page.
 * 2) Use the down arrow on your keyboard to get the cursor underneath the last (bottom) horizontal bar.
 * 3) Type your name.
 * 4) Copy and paste your reflection underneath your name.
 * 5) Insert a horizontal bar under your reflection.
 * 6) Click save.

toc =Abstract=

Bridging the digital and cultural divides means "being able to teach any subject with technology in ways that makes it accessible to all students regardless of their backgrounds or socioeconomic status". In order to address some of the gaps in teaching with technology we must first acknowledge that such divides do exist. ICT literacy presents a problem since it needs to be accessible to all children at the K-12 school levels. In practice, this can be very hard to accomplish because of other factors that come into the mix. Factors such as ethnic origin, low-income families,children whose first language isn't English or children who have lower achievement have been identified as some of the culprits of the wicked digital divide problem. Three digital divides have been identified, and have been designated as the first, second, and third divides. The first divide is where the rubber meets the road because it refers to those school children who have ICT access to computers, scanners, camcorders and access to the Internet and those who do not. The second digital divide refers to ineffective technology mediated instruction (TMI), which is observed more frequently among students whose backgrounds are from families who are low-income or minorities. The third digital divide refers to the high or low degree that technology mediated instruction (TMI) is culturally sensitive to children's backgrounds. A feasible solution to the three digital divides is the TPCK model, which serves as a model for meeting the challenges of teaching all children with technology.

Common Threads

 * Digital Divide One:**

• Not surprising to anyone • Access to technology is limited for low income families (oftentimes linguistic and/or cultural barriers play a role) • Educators need to be sensitive to the fact that many families have limited resources


 * Digital Divide Two:**

• “Equity is more complex than simple presence or absence of equipment” (p 33). • Teachers need to become more skilled technologically • Teachers need adequate professional development to aid them with technology • Some teachers (often veteran teachers) struggle with technology and shut down or refuse to use it.


 * Digital Divide Three:**

• It is important to be aware of cultural diversity and student backgrounds. • We never have had training to evaluate programs and software for cultural diversity.


 * Other Threads:**

• Many of us use technology in our classrooms. • If students can’t have access at home, they should have it at school • We need to involve parents and the community if we want to bridge this divide.

Web Resources
A Vision of Today's Students [|YouTube Video]

[|Audrey Bowser-Brown Paper on Digital Equity]

[|Media-Culture definition of digital divide] =Class Reflection=

Andrea
When I think of equity of in the class room I realize just how lucky I am to work in a school district that is working diligently to increase access to technology for it's students at the k-5 level. We are very fortunate to have 5 carts of laptops, a state of the art building and SMARTboards in every room but... and there always is a but, is it begin utilized to it's fullest potential, is it enough to provide these technological opportunities” the just because the technology is there does it mean that every teacher is using the tools, why are we providing all of these technological opportunities k-8 but falling short at the high school level, how do we fix it? Lots and lots of questions and no definitive answers. I guess that is why is is considered to be a “wicked problem”. Within my classroom I have always prided myself is creating access for each and every child to technology. I have worked on having every child access to computers and the knowledge to use them from my gifted students to my life skills students that every child has the opportunity to use technology and take their knowledge of technology as far as they possibly can. I am beginning to realize this is just the tip of the iceberg. Access in the classroom is not enough. Often the equity issues I face are in the home school connection. We have created a first grade website to enable parents to learn what is happening in my classroom and links to safe websites for students to be able to utilize. For many students and grandparents this is an excellent way to share information but.. for the students who are lacking Internet access at home we have increased the digital divide instead of closing the gap. The same goes for our class email. there are those student who are aways getting email from their parents and others who never have. Luckily, I have other colleagues in the building who will take the time to email a quick note to students but it really isn't the same. How do we solve issues of home accessibility? I am not sure but would love to find out. Another issue that this reading has brought to the forefront with me is the accessibility from classroom to classroom. Some classrooms are places where students are immersed in technology and some it is barely used at all. In our school, we are working hard to close this gap by offering workshops and courses to educate teachers on how to use the tools they have been given. There will always be different approaches to teaching. The key is giving all educators the same tools to draw from to determine what works the best for them. There was a lot of information in this chapter that really made me think, even though our school is not very culturally diverse it is important that we make educators aware of cultural diversity. Video conferencing equipment is just one way technology opens up the world. The world is getting smaller and smaller everyday, it is important to teach our students and ourselves how to be aware of our cultural differences and embrace them. This is an important lesson for everyone to learn. Hopefully this course will help.

Kelly
Access to technology is imperative in today's schools because children are being raised in a technological world. Students must be given the opportunities to use as many different forms of technology as they can regardless of their background. I believe teachers need to be sensitive to their students' needs and be aware of the environment they come from and go home to everyday. Classrooms consist of students with many different learning styles, academic levels, and varying degrees of access to technology. I think it's very important to engage children in activities that involve the use of technology. These activities should be fun, but at the same time provide a learning experience. It's my goal when I use the SMART Board in my classroom that students are retaining knowledge in a hands-on, exciting way. They become so involved in the learning process because they can take ownership of what they're discovering. They're manipulating the text, highlighting important words, or watching molecules in matter move around. We're very fortunate to have this technology tool accessible to all students in our building. Information and communication technology is a crucial component to a curriculum that supports the integration of technology in subject areas. It's critical that every teacher knows their curriculum and are able to support it with technology in an effective and exciting way. Although information and communication technology is not a subject taught by teachers, it does need to be recognized as an important concept. Our students must have ample experiences with as many different forms of technology as they can before leaving their school career behind. All students need to be presented the curriculum in the same manner and be prepared for the outside world no matter what their economic status is.

Laurie
Bridging digital and cultural divides: TPCK for equity of access to technology

I really have an issue with the digital divide that we have right here in our own small district. I understand and appreciate the fact that we have a brand new school that is full of the latest and greatest in the tech. world. However, my daughter is a senior in the same district and almost never has access to a computer at school and it has been that way all four years of her high school career. In my opinion, this is the population that it is most important to push for one on one computing. They are the ones who will soon be going out in the techno world without proper preparation. My cousin's son is a Junior in the neighboring district and he has yet to use a computer at his school. I find this to be so unbelievable. It is imperative, in our vastly changing digital world, to have at least comparable access across the Nation. A friend of mines son graduated from Oxford Hills and had an incredible amount of technological based curricula. He entered college able to assist some of his graphic design professors with teaching because he was far ahead of most of the other students. This is great for Tim but, sadly, highly inequitable for those students who barely even get to see a computer. Right here, at D.E.S., there is a huge digital divide. Some teachers have never even signed up for their students to use the lap top carts, while other teachers it seems ,as though they are using them daily. I would love to use them daily but our principal has told us that we can sign up for them just one hour a week. I do utilize them several hours a week, however, because they are just sitting there going unused. I'm sure it will eventually become a problem because more and more teachers will be signing up. I do hope to have that problem because that will mean that all of those students who are not receiving an adequate amount of technological immersion will finally have a teacher willing to step out of his or her comfort zone. As an educator, I am extremely bothered when I hear students in the same grade level, but having different teachers, realizing on their own that there is a gap between them when they are communicating about digital media and the amazing things they are doing with their teacher. I'm distressed to see the confused face of the child who has no idea what their peers the exact same age, is talking about. What are we setting these kids up for? When will this curricula be mandated and correctly prioritized? I have heard parents, who do not have internet access, complain about how their child is constantly feeling bad that they can not look at the class website and that they feel that they are missing out. This in turn has made the parents upset because it causes more of a division between the haves and the have nots. Some of these parents live in remote areas where internet access is not yet available. We need to push for free internet access for all families who have school age children. We need to close the gap and perhaps with our new president soon to be sworn in to office than there is great hope for this.

Jodi
This chapter addressed bridging digital and cultural divides to insure equal access to information and communication technology (ICT) for all students, regardless of income, race, culture, or language. Our society has become increasingly dependent on technology, requiring students (who will be the job force) to be able to find information using multiple digital technologies, as well as be able to judge the quality and accuracy of the information found. However, ICT literacy is more difficult for some students to acquire, due to their lack of access to technology. What we used to refer to as the “digital divide” has now become three-fold. It used to be that there was simply a lack of access to computers or internet access, which is now the first digital divide. The second digital divide is a lack of access to technology mediated instruction (TMI) in school, and TMI activities outside of school. The third digital divide is limited access to culturally sensitive TMI. The first digital divide affects those of us who teach in rural Maine. Students who live in rural areas are least likely to have access to computers or the internet. Also, we teach many students who come from low-income families, who are also less likely to have access to such technology. In order for them to gain ICT literacy, they must acquire access to computers and the internet. In order for this to happen, teachers need to do several things. Among these are surveying students about their ICT access and history, working with school administrators to make sure students have access to computers and the internet after-school, and looking for public places where students could go online. In order to bridge the second digital divide, teachers need to become more technologically skilled. Also, students with lower grades should not be forced to use the computer simply for drill and practice activities, and the computer should not be used as a reward for good grades or behavior. Computers should be used by all students for creative, problem-solving activities. Teachers also need to be aware of the cultural backgrounds of their students and evaluate programs and software that are being used in the classroom for cultural biases. By creating equitable classrooms where all students, regardless of cultural background, are able to participate in discussions, interact with each other, and have a role in group projects. I feel very fortunate that all of my students have laptop computers at school, but I still do run into the problem of students not having internet access at home. It then becomes necessary for those students to be very aware of their time-management at school, doing all of their research during study halls, so they can do other book work at home. I also see the laptops being used as rewards in some classrooms. Those students who finish their work early are given the chance to play games on their computer while others (usually struggling students) complete assigned work. Also, the first thing that is done when students use their laptop inappropriately is to take it away! I have also never had any training on evaluating software or programs for cultural biases. I’m not sure I would even know what to look for. We do have a small population of Latino students where I teach, and it would be nice to know how to evaluate programs that we use in school. Bridging the digital divides seems like an overwhelming task. It is certainly a task that needs to involve every teacher, parent, and student in order to be a success. It’s a huge task, but one that will hopefully be attained.

Stacey
Living in a small, rural town in Maine we face some of the digital divides mentioned in this book on a daily basis. Students who do not have access to the Internet or a computer at home. There is limited resources in the community for students to go to if they have homework or projects which may require computers. That is where we as teachers are tested to be creative. We need to differentiate or become creative about how those students get the work done. As a teacher, I have had to become creative in how my students would access the computers they would need to complete a project whether that was working in a group or giving them ample time in class to work on it. I agree with the text when it says that we need to be resourceful to find and use technology where it is available. It talked about students and parents going to libraries, school labs etc, and that is fine, but from my experience, the students that do not have the computers available to them are also the ones who's parents are not supportive and there to help them find a way to use a computer. I was inspired by the idea to work with administrators to secure after-school access to the school computer lab. It doesn't seem that there is any reason why we couldn't have that available for our students. A few times it was mentioned in this chapter that there needs to be adequate professional development for staff members when we are purchasing these technologies. We are here to prepare our students for this world, that is technologically savvy. I was intrigued by the finding that “the earlier and better the access the higher chance of achieving ICT literacy.” It made me think back at my own life and compare it to my parents and also to my own children now. My parents had absolutely no access to technology when they were in school, making it more difficult for them as they were introduced to this later in life. When I was in school, computers where somewhat around, but we certainly didn't have one at home and we didn't use them in school as much as we could've. Now my daughter, at six, knows almost as much as I do about computers and how they work. Reflecting on this evolution has opened my eyes to how important technology is and how it has impacted lives and education. We are teaching our students how to use all of this technology, but what about the parents that didn't grow up with it. Some parents do not see why using the computer is important, so why are we not “educating” them with what these technologies can do. This section made me think about our new school and all of the resources we have available to us and I know that more than half of our parents have no idea what their children are able to do with the wealth of technology we have available to us. It would be great if we could educate parents on how to use the tools and what can done with them, which in turn improves their education and they will be able to support their children. This chapter discussed digital and cultural divides that made sense to me and that I could relate with. What inspired me was the section about TPCK. There was a quote that made me stop and think about my own teaching, “teachers with high levels of TPCK possess not only general technology skills, but also knowledge about the types and specific uses of technology that are most likely to facilitate teaching and learning in each subject.” I feel that I have a pretty good handle on the technology available in our school (there is definitely more I can do though), but this quote made me see that even though I am able to apply technology and do some wonderful things, am I applying it in the ways that I should be? I would like to work to get better at this. I want to use technology in all contents in ways that will impact the student learning. I do feel I work hard to try and do this but I do sense that I hold back because I am unsure of many things. I love the quote, “a skilled teacher with two computers can be more effective than an unskilled teacher with 30.” I want to be that skilled teacher that can produce amazing things with my students. I hope to improve through this course.

Alison
TPCK Chapter 2:

The first digital divide concerning equity for all learners in regards to access to technology was nothing new to me. However, I got two ah-ha’s as I read the second and third digital divide. Although I know the second to be so true, I find after reading that section, that I need to re-examine what I do in both the classroom and Computer Lab. I don’t feel that I am giving the students enough opportunities to use higher level, cognitive thinking skills when they are engaged with technology. Even though I don’t do a lot of drill and kill, and I defiantly do not use the computer as a reward, I don’t feel as though I am using the internet and other technologies (cameras, scanners etc.) as often and as effectively as I could. Often times, I think that the task of figuring out **how** to include and **where** to include these options with first graders is too difficult. I don’t know if I will have the energy! POOR EXCUSE!

With the third digital divide, I agree that universities need to “groom” trained teachers in the TPCK beliefs. Training for veteran teachers to enable them to weave all areas together will also aid in helping them customize and be more aware of how they will use programs and when they will use them. In a typical first grade classroom (or what I perceive is typical), teaching methods and lessons are molded to meet the learners needs daily. Learning styles are taken into account in almost all curriculum areas. In my rural Maine elementary school, diversity is mostly seen in socioeconomic and disabled students. There are no children that speak a different language or come from other countries. Although I may not have the scenarios that are written in the literature, there is always diversity in ALL classrooms. Being open and aware of those differences is the key.

It would be nice to work with other community members to see how technology weaves into their lives. It is an important ingredient to give teachers the time to talk to other teachers and question how they integrate technology into their teaching. I am excited to read on and find out what kinds of things I can use to make my classroom a more technological friendly space! It is so important to make sure that learning is equal so that student’s opportunities are equal. We are no longer a nation or industry but have become a nation of services. ALL students need to leave American schools being able to feel effective and successful in the workplace they will live in.

Carlos

 * TPCK for Equity of Access to Technology**

The chapter on equality of access to technology makes me think of whether the divides in technology are intentional, or whether they are purely circumstantial. What is alarming to me is the cases where educators have systematically allowed great ICT literacy for affluent students, and have instructed low-income, African American and Latin American students in ways that hinder the development of their thinking processes; exposing them to mindless, meaningless drill practices, which place wheels in these individuals’ heads. Among equity’s concerns are the fairness and impartiality of the educational process. However, as in any other human enterprises or activities, we allow our biases and wheels in the head to box certain groups into perceived epistemological truths or biased opinions. The evils of this world are infinite, but they are easily forgiven when those who commit them are benighted in their actions. If the national curriculum of a nation has inequality in instruction, it is because that is where decision makers want it to be. Therefore, the decision of instructing some groups in a certain way and others in another is not something done in ignorance. It is the responsibility of progressive educators to put a halt to these kinds of ill educational practices. The analogy of the beehive comes to mind when I ponder this. Who is more important the queen bee or the worker bees? We are all intertwined. Thus, what kind of citizen is the national curriculum trying to produce? In the case of minorities and rural communities, is the curriculum setting them up for failure? Is, once again, the privileged knowledge only being given to those who live in ivory towers? ICT literacy should be guaranteed to all individuals regardless of race, linguistic or socio-economic background, if this nation is to fulfill the ideals of providing opportunities for its citizens to achieve “the good life.” During the industrial revolution, the leaders of this nation understood that in order to overcome being economically and culturally swallowed by other powerful nations, the United States needed to make its population literate, regardless of background. A harvest of prosperity has been enjoyed by this nation because of such visionary decisions. It is only logical to think that in order to continue enjoying such prosperity, educational policies to prepare students from any background to face the challenges posed by the third industrial revolution need to be drawn.

Joyce
Chapter Two Reflection I learned so much in this chapter. It was a very interesting and enjoyable read. I know of the term digital divide and have felt we have made gains there. Only to discover we have a second and third digital divide (two other aspects of equity). New to me, but what an impact this could have on my teaching! I have felt that there is improvement in access to computers, software and internet in our district. The public library has a computer lab and our school has had after school learning lab to help provide access to students. The second digital divide, access to achievement enhancing technology mediated instruction in and out of school, has more to do with me. It is really about ineffective TMI strategies. I need to provide technology mediated instruction. How to bridge this divide? The second digital divide has several components. The first two components are fewer technologically skilled teachers AND they are giving students different technology assignments. As I reflect on my own teaching I feel pretty good about this. But only this year, after my two graduate level technology classes, can I say that I am more confident and assigning slideshows, Kidspiration webbing activities, etc. to my whole class. I am backing off from the drill and practice activities and I am making a conscious effort not to use defensive teaching (although I had never heard it called that). I hope that my assignments are become more creative and that students are finding information and applying it to solve a problem. I hope I am assigning projects that initiate using more 21st century skills. The third digital divide will probably have the biggest impact on my classroom. This is an issue I think that is important to all teaching. It is also one I am probably falling short on, teaching with cultural sensitivity. I try to teach my student that differences are to be respected. I think I do that at the most superficial level. I am not sure how to address the third component of culture (value and belief systems cultural group develop in response to their history) at the first grade level. Teaching with cultural sensitivity and deliberately incorporating these differences into our instruction will be a challenge.

Thomas J. Plourde

(T.J.)
Chapter 2 Bridging digital and cultural divides: TPCK for equity of access to technology

This chapter is dedicated to the discussion of TPCK and equity of ICT for students in the classroom. Students in the state of Maine have many roadblocks that prevent equity in the classroom with respect to technology. The economic shortcomings of the state is also pressing hard times for many schools and communities to provide equal access to technology. I teach high school level students in Somerset County and the poverty level is on the rise. Many of my students are homeless and live outside of their parents care. Students don’t have Internet access (the first digital divide the author addresses) at home or having computers. All teachers from K-12 have students that are less fortunate and require greater amount of attention. The second digital divide shows disparities in and out of school with respect to providing learning opportunities for students in the use of technology. Teachers must provide learning experiences that reach all students. The last school that I taught at was an inner city school where all students were able to stay after in order to work on projects that required the use of technology. Most of these students were in walking distance of the school and the ones that need transportation the city provided public transportation. When I changed schools the students lived in more rural areas that did not have access to transportation. The same project that I used in the city school needed to take place during school hours, which meant more class time because students did not have equal access to technology. My reflection of Chapter 1 discusses the role of the teacher and how all teachers must become more technologically skilled in order to provide a richer learning experience. Many teachers use new technology as a new way to do the same things. For example, many teachers use computers as a word processor when it should be used as a communication tool. Teachers need to utilize technology to enhance the learning experience. Using this as a communication tool will break down the wall that many cultures have. School aged individuals have communication skills that adults have. I am willing to bet that most teachers do not know how to instant message or understand the language teenager’s use. Teachers need to get with the times. Virtual worlds are the latest communication device many students are using outside of school. I plan on using a virtual world in my health class that teacher’s student’s decision-making skills, communication skills and life skills. I will have to be aware of the third digital divide while incorporating this new virtual world. For many of my students the cultural divide is due to the haves and have not’s. This creates barriers that target alienation of some groups. However, this virtual world can directly address some of these concerns and is part of the learning process in health education. The opportunities are endless for educators in technology. We need to utilize these opportunities and feel comfortable doing so.

Sam
Although chapter two discusses many different topics, I will focus this reflection on the one that hits closest to home for me. The first “digital divide” mentioned in the reading is the most fundamental. In my experience equity of access to technology is enormous. This gap must be closed, soon. The absence of the basic equipment is not only at home. Schools differ greatly in their access to and emphasis on technology. There are districts that have one-to-one laptops for ninth graders. My district has carts that can be signed out and have a plethora of problems associated with them. One of the strangest things we do in Maine is give students their own laptops to use for seventh and eighth grade, and then rip them from their grasps as they step-up to the high school. Now don’t get me wrong, I definitely see the benefit of the MLTI program at the Middle School level. This is a time when many students lose interest in school and some parents lose interest in their kids. Access to the Internet is a huge stumbling block for me in my teaching. I do not feel comfortable assigning anything for homework with any Internet requirements. I have some students with expensive cell phones with high-speed Internet access and others who do not even have an old PC with dial-up. There are places where students can access the web outside of my class, however. The limitations of using the computers at the public library, for instance, are monumental. Sharing computers, out-dated software, expensive printing, etc. are all barriers. One final barrier, as mentioned also in chapter one, is the lack of teachers versed in technology. I for one wish that teaching the teacher would be more of a priority. Social justice programs surrounding Internet and computer access would have the most widespread effects. Technology skills transfer to almost any after high school career.

Meadow

 * How does this (will this) impact my classroom?**
 * Personal: Access and equity has an enormous impact on my classroom. I remember when downloading music was first available via the Internet. It would take hours to download a song that I just had to have. I didn’t care, because dial-up Internet was all I had ever known. When I started working in schools that had there own servers I got spoiled. You see, high-speed Internet had never been available to me (or my students) because bringing it to rural Maine wasn’t lucrative enough. Soon, I was only using my computer at school because the access at home was just too slow.  **
 * Students felt the same way. Why wait ten minutes for a page to load, when it may not be what you are looking for? Gradually, students started getting high speed Internet via their cable companies or satellite. I found that the only students who had it had parents who could afford the extra cost. Most of my students have computers at home, but there is a huge difference as far as what level of Internet access they have. Flash (pen, thumb, whatever) drives are almost a necessity, but most of my lower income students do not have them.   **
 * I’m not really sure what to do here. Do we (schools) buy students pen drives? I feel like they’re more important than notebooks at this point.
 * Do I expect students to work with their computers at home? Not really. I just recently got Hussey (higher speed Internet via a cell tower). There is no way I would have worked with youtube, wordle, or even delicious at home before this. It would have taken hours.

Roxanne
I understand what the author is saying; everyone needs access to technology. If they don’t have it at home, we should supply an available place for use outside the home. Well said, but how? Beecher states that teachers need to be the bridging for this need. My thoughts on this statement are time, knowledge and support. Yes, teachers have been bridging between school and the home for years and this would make sense if we had the time and knowledge. This comes with support from the administration and I guess that’s where we need to start. Right now, the administration in our school is focused on literacy, math and science along with improving the scores for these subjects through assessments. We are expected to attend meeting after meeting to deal with these demands but when it comes to technology we have to figure it out on our own time. The administration does not see technology as a priority. We have a new school with a wonderful lab. Yes, it would be great if this was available to the school public but that will never happen. Our principal is having a hard time letting the Parents use the gym for the local basketball teams. I’m not kidding when I say this. She is being very difficult. Maybe time will help. What we need is an after school program. This would take time, money and people to volunteer and coordinate the program. We would also need support from the principal. This chapter had a great suggestion and I don’t know why I haven’t done it before. A survey to parents would help me to know just what students have for available technology at home. Maybe once I knew, I could offer some sites for students to use as practice. Oh yes, I would make sure to offer higher level thinking not just drill and practice. Yes, this is a technology world and schools should be a major part in the teaching of the necessary skills for the future of our youth. Wouldn’t it make sense for the administration to put into place training and support for the teachers to make this a successful adventure? Makes sense to me.

Connie
Connie Crandall

As I began reading the section on teachers playing a role in bridging the first digital divide, my first reaction was, And how do they expect us to do that? I work in a rural school district where very few children have computers at home and even fewer have high speed internet. Assigning projects is especially difficult because most students need to spend their recess time doing the research or the word processing for their projects and I don’t think that is fair. What are my choices? Don’t assign the projects, take more class time to do research when the school day is already too short, or have the students who don’t have appropriate access to computers miss their recess or stay after school. We do have a computer lab that is available for student use after school but our district does not provide for after school transportation and many of these children would have no way to get home. Some teachers would give of their time to stay with the children and others would not. None of these choices are viable. I know if I assigned something that had to be done via a computer then parents of my students would be on the phone fighting me very inch of the way. It’s not that these particular parents don’t want to help their children, they are just plain not capable of doing so. Some have a hard enough time just getting their children to school. The answer lies in the non-profit organization that a friend of mine is in the process of starting. The monies raised through this organization for the poor children at my school can go toward hiring someone to stay after school with these children and providing transportation home, or even better, why not provide these families with computers and high- speed internet access at their homes? My friend, Michelle, told me to think big when it came to meeting the needs of these children. I’m thinking big! _

Jocelyn Webb
Reflection Ch. 2

I once again agree with all the problems the book discusses. At Mt. Blue High School our students come from all over. Some may have a way to get to the public library or some other place where computers may be available but cannot. Many parents would love to pick their kids up afterschool or give them a ride to get to the technology. The reality is many will not, either by choice or economic circumstance. Our school does not even have the funds to service the computers we have now let alone set up and pay for teacher education on how to integrate technology into ones lessons properly. It gets discouraging quickly when things just seem to never go right. I feel they want me to concentrate on so many things there is not enough time to do any one correctly. In the Farmington area I would say our largest problem would be that of equity or the first and second divide. Many students do not have access to a computer outside of the classroom. It may be they live in the woods so even if they had a computer they could not get access to the internet. Also many of the parents are computer illiterate which makes a bigger gap in what some students know and can already do compared to others. All the issues seem very overwhelming as I sit here and ponder them. I do see one of my personal obstacles is time. I get started on something and run out of time continuously. I am looking forward to this class and leaving with something usable. It won’t feel like I’m doing a bunch of work that I will never look at again.

BethW
Bridging digital and cultural divides TPCK for //equity of access// to technology.

The issue of equity and access to ICT for students in Maine, particularly Franklin County, is a complicated one. The diverse backgrounds of students are based largely on socio-economic diversity rather than cultural diversity. The lack of cultural diversity is in itself a huge deficit for many of the students from low-income families. With limited or no exposure to other cultures and the global community in general, students struggle to except and understand a multicultural construct of education. Technology, through numerous multimedia forms of entertainment, can certainly provide access for students, but not always understanding. I think the problem exists as stated in the chapter. First, we need to bridge the gap in physical access to the basic hardware, software and Internet technologies available. Not an easy task. Families with limited funds and technological knowledge have a difficult time appreciating the importance of technology in the lives and education of their children. They are many times unwilling or unable to support productive, educational use of technology at home. The teachers and the school system then shoulder much of the responsibility for creating the access and then the instruction and guidance that enables technology to be a strong educational tool as well as a positive life influence. The second obstacle that resonated with me was the idea of defensive teaching. I see this happening and I think it is a carry over from the idea of teacher as sole instructor of knowledge rather than a coach to exploration of knowledge. Teachers have a hard time letting go of that control plus, I think they are still nervous, to some extent about the educational use of technology especially when it comes to social web tools that they are not that familiar with. The idea that we can use fun technology to enhance learning is still a little awkward for some educators. I do, however, think we need to use technology with some consistency in own classrooms and across content areas so it becomes a familiar and integral part of instruction not just a fun segway.

Beth C.
Access and equity in regards to technology has become more of a concern since I have begun my role as Title I coordinator and since two of my four children have entered middle school. Through conversations with parents of students who have siblings at the high school level, I have come to understand and share some frustration. The laptop initiative has provided equipment, but not always consistent or meaningful instruction to students in grades 5-8. As well, when a specific laptop does not function, the student to whom it belongs does not have the ability to work from a replacement. There is no money or resources to fix what is broken. Also, introducing a learning environment rich in technology is wonderful as long as when the program is finished at the end of 8th grade, district administrators and teachers are aware and sensitive to the fact that many of my families do not have the resources to continue with this type of learning in the home. Parents have complained that teachers expect that assignments be completed using technology at home (the technology that was taught in middle school). Some homes have computers. Some homes have internet access. Those who don't house kids at an extreme disadvantage....

Jess J.
Chapter 2-Reflection Another challenge that I think is important to note is that it is not only important to keep “up-to-date” with technology but, it is equally as important to be able to maintain and fully understand the technology that is available to you already. So often in education we move to what is new and do not bother to continue to look at what we are already using to see how it is benefiting students. In the first chapter the main idea was that teachers need to have a deeper understanding of how to implement technology in their classrooms and the problems that teachers are faced with as they try to do this. Some of the various problems that arise are; money, time, resources, and support. When we consider other issues that arise with the implantation of technology we find that not all students have the same access to technology in their classrooms and that there is a digital divide. This divide limits the “access of technology for students who come from low income, ethnic, linguistic, and cultural minority families”. This is one reason that is it important for teachers to have a thorough understanding of technologies that provide support for the classroom and do not add to the difficulties that these children already face in the classroom. There are multiple digital divides that educators should be aware of; the physical divide (hardware, software, and internet), how technology is used at home as well as at school, and the third is sensitivity to cultural backgrounds. These are all issues that teachers need to be aware of and try to anticipate as they work in integrate technology into their classrooms.

Sarah
** Learning – ** This chapter put into perspective the inclusion of technology in the classroom not the addition of technology. Technology is here and will continue to evolve and this I am excited about because now I “see” how that can happen. Some facts that stuck out for me that made connections to my understanding and experience with learners: §  “…equity is more complex than the simple presence or absence of equipment” (p. 33). The chapter goes into depth with this statement but for me this is an accurate descriptor. §  Time spent online is exceeding time spent in front of the television (p. 35). This is example of how a culture changes. §  “…provide professional development before the large-scale purchase of equipment that in the absence of training may be poorly used or not used at all” (p. 38). §  Poor technology teaching may lead to poor academic achievement. (p. 40) §  Defensive Teaching – overly restrictive and controlling technology mediated instruction practices (p. 41) §  “…pedagogical practices are often interpreted by students, positively and negatively, through the filter of prior experience” (p. 46). This said a lot for me. I believe strongly that a teacher should know his or her school’s community to teach equitably. §  “…students are likely to respond to what they perceive regardless of what a teacher actually does” (p.55). This is a connection to the research I did on social and emotional learning and character education in EDU 582. YES! ** Impact – ** The chapter ended with mention of “teachable moments.” As I look at technology infusion into the professional development I will provide, I will be in a place to perform “technology improve.” Knowing that the technology divide is 3-dimentional and not a separation of haves and have nots forces me to design instruction that umbrellas the realm of learners, cultures, and futures of learners in our changing culture. Technology is an expanse that will impact not just the education world but all of society. I need to

Mandy Chapter two explained many important aspects of technology that is not always immediately thought of in a classroom setting. When giving students the opportunity to use the computers, not all teachers may realize that for some students it is their only interaction with the computer. My students have the opportunity once a week to use the computers in the computer lab. Usually I let them have free play and exploration time because it is something some students may never get a chance to do. After reading the chapter, I am rethinking the way I run my computer class. I think many students will benefit from a structured lesson on how to use the tools on the computer. The three digital divides described in this chapter gave great detail and ideas as to how to improve the gap in schools. Teaching in a small school, I know that there are many students without computers at home, or without internet access. I was intrigued with the idea of open lab times after school. The concept is very outside of the box, but it is a great way to bridge the gap of equity. The statistics I found interesting was that students who played on the computer more were also more inclined to spend time with friends and family. I was wrong in my assumptions that the computer may be overused in some homes. There is an obvious need for equity in terms of technology. All the ideas presented were useful and made sense. All teachers should read this book to heighten their awareness, knowledge, and understanding of the technology is used at home as well as at school, and the third is sensitivity to cultural backgrounds. These are all issues that teachers need to be aware of and try to anticipate as they work in integrate technology into their classrooms. gap that is present in many schools.