Commented [1]: This assignment is due Tuesday

October 17th. I feel a good goal to tackle this

LTEC 330 Collaborative Project Topic Page assignment is to have Phase 1 done by Wednesday so
that we can start Phase 2 Thursday. Thursday night I'm
5. Digital equity - & Inclusion- are computers and internet access truly available to all students? In going to a friends birthday party (but that's not until
classrooms? At home? What role do schools play in facilitating equitable access to technologies for all 8ish), I have a wedding to attend on Friday, and I'm
running the Detroit half marathon on Sunday. We all
students? How are adaptive/assistive technologies changing education for those with special needs or have other classes but I was wondering if there was a
disabilities? time that we could meet on here for 30 minutes to an
hour to make sure we have a handle on things. We can
Kait also shat online if we're on here at the same time. My
schedule this week looks a little like this:
https://www.edutopia.org/ensuring-technology-access-all M 9-12 class --- work 4-11
-It is the identity we assume as we form a relationship with technology that makes the difference. T 2-3:15 class --- work 5-11
-We need a new construct of learning and learners. W 9-12 class --- work 5-11
-The distorted images of children must stop; we must help them construct new ones. Th work 12-4ish
-Children should be producers and creators versus consumers of knowledge. F 4:30 wedding
-Children must learn things that are negotiable in mainstream society. S OPEN
Su 7-? 1/2 marathon
-Teachers can be the co-constructors of knowledge along with their students; they have to see
themselves as learners, too. Let me know what you two were thinking :)
-Regarding the constructs that govern technology, we should ask ourselves who has the technology, what
knowledge is negotiable in classrooms, and where people play their roles on the map of human Commented [2]: Hey! Im working on some tonight! I
geography. can chat online any time! I can also meet in person on
MW anytime after 10:45 until about 3. Tuesdays I can
https://www.edutopia.org/blog/equity-vs-equality-shane-safir meet anytime after 1:45 and Fridays any time before 3!

If equality means giving everyone the same resources, equity means giving each student access to the Commented [3]: _Marked as resolved_
resources they need to learn and thrive. Commented [4]: _Re-opened_
http://degree.astate.edu/articles/k-12-education/establishing-digital-equality.aspx : Commented [5]: Kait, do you have time to chat on
-Though teachers may still be attempting to increase the use of technology during the Wednesday at around 2? It looks like Torrey and I are
available then?
school day, they will still need to rely on more traditional, non-digital homework methods in order to
meet the needs of students who do not have access to technology at home Commented [6]: I am not available unfortunately. I will
be at work all day/night but i should be able to check
When teachers, administrators and policymakers advocate for legislation and district-wide policies periodically at work!
that support digital equity, it creates a level playing field so all students can reach their maximum
Commented [7]:
academic potential, and teachers can more fully embrace digital learning methods, which supports
success in the entire classroom.
*Nancy L. Copeland, Ed.D. *Professor & Graduate
-Students who lack appropriate technology resources at home may come from low-income Coordinator
or immigrant families. A lack of home-based technology may create embarrassing situations for Learning Technology & Design; Online Teaching
313 Porter Building; Eastern Michigan University
these students, further marginalizing them and creating social divisions that lead to other more Ypsilanti, MI 481197; 734.487.2710
serious issues, such as depression and bullying. http://emich.edu/coe/ltec
<http://www.emich.edu/coe/departments/teacher-
education/learning-technology-and-design/index.php>
|Class Advising appointments
<https://calendar.google.com/calendar/selfsched?sstok
en=UU9sT3hWOWVGSl9nfGRlZmF1bHR8MDQ0MzQ
yYzBhZTlkMmUxMGU5N2U3YzJlODM1NTQwYzg>
; ...
Commented [8]: Kait, do you remember the research
that Dr. Beaubien gave us for this? How all schools
come from different classes and because of those
classes some schools have all of the technology and
resources they want, while some schools can only ...
Commented [9]: _Marked as resolved_
Rachel
Commented [10]: _Re-opened_
http://www.jeananyon.org/docs/anyon-1981.pdf
This was the article I was talking about in my comments. I believe that this takes equity to a whole
new level. The children in Working Class dont have the same opportunities as Executive Elite
children because of money. Even if we dont use this article, I think it is a great read for future
educators.
- The first three schools were in a medium-size city district in northern New Jersey, and the final two were in
a nearby New Jersey suburban district. In each of the three city schools, approximately 85% of the students
were white. In the fourth school, 90% were white, and in the last school, all were white.
- The first two schools are designated working-class schools, because the majority of the students' fathers
(and approximately one-third of their mothers) were in unskilled or semiskilled occupations, with somewhat
less than one-third of the fathers being skilled workers.
- The third school is designated the middle-class school, although because of residence patterns the parents
were a mixture of highly skilled, well-paid blue collar and white collar workers, as well as those with
traditional middle-class occupations such as public school teachers, social workers, accountants, and
middle-managers. There were also several local doctors and town merchants among the parents.
- The fourth school is designated the affluent professional school, because the bulk of the students' fathers
were highly-paid doctors such as cardiologists; television or advertising executives; interior designers; or
other affluent professionals. While there were a few families less affluent than the majority (e.g., the families
of the superintendent of school sand of several professors at nearby universities, as well as several working-
class families), there were also a few families who were more affluent.
- The final school is called the executive elite school. The majority of pupils' fathers in this school were vice
presidents or more advanced corpor-ate executives in U.S.-based multinational corporations or financial
firms on Wall Street.
- He said he felt better after the principal had told him, "Just do your best. If they learn to add and subtract,
that's a bonus. If not, don't worry about it."
- The lessons came directly from the books. No extra effort was put into working class schools or middle class
schools..
- "It's a little hard for them. It's on a sixth-grade level. But my goal is understanding. I try to help them
understand what they read. I think that's more important than the skills, although they're important, too. But if
they don't under-stand what they read, they won't know anything." The language arts teacher said, "You
could say knowledge is what they need for daily life." This teacher suggested the major role the textbook
played in her instruc-tion. After she had given a homework assignment a child asked, "Is it in the book?" The
teacher said, "Of course it's in the book. Did I ever give you anything that's not in the book?"
- In response to my question of what knowledge is most appropriate for her students, one of the two fifth-
grade teachers said, "My goal is to have the children learn from experience. I want them to think for
themselves. " She also expressed thewish that they "try to make sense of their experience."
- "and you can't teach them anything! They're flying all over the room. And their parents don't care about
education. This was what one teacher said from the executive school about working class students.
- There are no set answers, its about thinking things through.

http://www.learnnc.org/lp/editions/every-learner/6776
This article is about differentiation with technology. There is also a video to go along with the article!! Commented [11]: I will skim over the Anyon article
- By contrast, the practice of differentiating instruction helps teachers address rigorous again to refresh my memory. I have skimmed over the
main ideas in the other two articles, but will read more
standards while responding to the individual needs of students. Differentiation allows
in depth tomorrow at some point.
teachers to focus on essential skills in each content area, be responsive to individual
Commented [12]: _Marked as resolved_
differences, incorporate assessment into instruction, and provide students with multiple
avenues to learning. Commented [13]: _Re-opened_
- research indicates that some of the practices central to differentiated instruction, such as
flexible grouping and specialized instruction, are not widespread.7 A 2005 U.S. Department
of Education study found that whole-class instruction was the most common format
 experienced by secondary students with disabilities as well as students in regular education
academic classes.
- Many of the obstacles to implementing differentiated instruction can be overcome with the
effective use of technology.
- Technology can equip teachers to address students needs in an almost limitless number of
ways, through content input, learning activities, and opportunities to demonstrate
comprehension. And because many students come to the learning environment with a
predisposition for using it seamlessly, technology can become an intermediary that bridges
the relationship between teacher and student, allowing the teacher to meet a student in a
familiar realm.
- Classrooms enhanced by technology provide support and structure to students who need
scaffolding and enrichment to students who thrive on challenge.
- Successful technology integration, however, relies on intelligent planning. Teachers must
understand those variables they cannot control students readiness, interest, and learning
profile. Planning should begin by acknowledging those variables and understanding the
learning goals. The selection of technology follows as a natural result, as teachers select
appropriate tools for manipulating those variables they can control content, process,
product, and environment. Differentiated instruction designed with these principles in mind
ensures classrooms that are rich centers of learning for all students.
Torrey
https://farzanasite.wordpress.com/edu-544/students-with-low-socioeconomic-statues-and-technology-in-
the-classrooms/
Students from low family income may have some difficulties accessing internet outside the classrooms.
Their families may not have the ability to pay for an internet line. However, internet access sometimes
requires support from others that know how to use it with homework or projects. This kind of support may
not be in these students houses. Their parents sometimes do not have the ability to help them or even
having the Internet for them.
http://www.nea.org/assets/docs/PB19_Technology08.pdf
Educators have been remarkably creative with limited computer access, but if technology is to be
integrated into instruction, more computers must be made available for students use, whether that is
through stand-alone computers or portable and wireless technologies. States and school districts should
pay more attention to building wireless infrastructures that can support increased access to technology.

http://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf
From a simple device like a magnifying glass, to a complex computerized communication system;
depending on their nature of use and application, assistive technology devices can be used by students
with disabilities on their own or with assistance, in and outside the learning setup.
A large population of at risk students are seen to need assistance, but since they often dont easily fit
into a diagnostic profile, they often lack assistance.

http://hechingerreport.org/as-some-schools-plunge-into-technology-poor-schools-are-left-behind/
 - The ratio of computers to students at this school is unheard of. Many students do not get to use a
computer at school, if not for only a few minutes, and may not have any access to a computer or
much technology outside of class at all.
- Students to make progress with simple technological skills like setting margins in Microsoft and
saving things to a flash drive.
- The term digital divide used to refer to whether classrooms had computers connected to the
Internet. Now, the bar has been raised, as newer software programs require high-speed
connections and as WiFi-dependent devices such as iPads make their way into classrooms.
- As a result, Patrick said, students are not building their technology skills, (and) theyre not able to
access some of the courses and supplemental materials that would help them ramp up and be
successful.

We have a lot of good information. From looking at the notes, we know that depending on the
class of the school, technology is or isnt used. We also know there are benefits to technology integration. I
feel that we all found articles that pointed out the difficulty of technology for home life. Should that be our
statement? How can we integrate technology when students dont have the technology at home? Maybe
trips to the library. Especially after rereading Anyon, those teachers did not put effort in because their
district put no effort in. The students were unteachable. How could that be help?

I think we should write about the lack of technology outside of school. A student in my
practicum class was just telling us that she does not have internet at home, so school is her
only time to use it unless of course she goes to the library. Very interesting. How would you
ladies like to go about writing our position statement?

Phase I: Research Findings Commented [14]: Hey ladies,

I'm trying to knock out a ton of homework today while
I'm off. Would you guys like me to start the position
1. Use this Topic Page to share and discuss your research results. Summarize statement?
and include citations in case your team or I wish to take a closer look.
2. Rename the document your Topic # and Research (e.g. Team 1 Research)
3. Use the Comments for discussion which is also is part of your grade for this
project. Important...please use this page and google comments (rather than
email) to discuss your plans for conducting the research and sharing ideas so
 that I can "view" your input and have a record of your participation. I will be
looking for your contributions to the research (content) and of research
(comments) on this page.

Phase II Position Statement

After your team has completed Phase I, you are now the expert!
Your team is now charged to write a position statement (critical analysis of the topic
from Phase 1), including how the issues uncovered could be addressed as part of the
curriculum. During this last phase of the project, your team must create a new document
for the position statement and save in your project folder.

File > New Document

Name the file with your Topic # and Position Statement or Recommendations

The position statement should include the following elements:

Discusses the critical issues related to the topics (synthesize the research
results)
Explains why is it important for teachers to understand these issues
Presents suggestions on how to integrate these topics into the curriculum in
schools
Describes specific activities you might include in the curriculum which would
cut across content areas (arts, mathematics and sciences, social sciences,
humanities) AND grade levels (elementary, middle school, and high school)

Remember, this is "collaborative writing", not just divide the work and post individual
elements. The entire document should read as a coordinated whole..

Note: While you are preparing your documents, the project is private and only I and
your team members can see or edit; once the Position Statement & Recommendations
are complete, I will notify you to change the sharing permissions to allow the entire
class to view and comment as part of the peer review process. No edits can be made
to your documents.

You may want to leave this information on the page until you finish writing, and then
delete or create a new page.