Topic 7 Equity and accessibility and measures taken to apply them successfully
In her political guidelines, [EU] President von der Leyen highlighted the need to unlock the potential of digital technologies for learning and teaching and to develop digital skills for all. Education and training are key for personal fulfilment, social cohesion, economic growth and innovation. They are also a critical building block for a fairer and more sustainable Europe. Raising the quality and inclusiveness of education and training systems and the provision of digital skills for all during the digital and green transitions is of strategic importance for the EU.
The education and training system is increasingly part of the digital transformation and can harness its benefits and opportunities.
However, it also needs to effectively manage the risks of the digital transformation, including the risk of an urban/rural digital divide were
certain people can bene
Digital technology, when deployed skillfully, equitably and effectively by educators, can fully support the agenda of high quality and inclusive education and training for all learners.
…
However, the type and design of technological tools and platforms, as well as the digital pedagogy used, impact directly on whether individuals are included or excluded from learning
Evidence from the OECD’s PISA exercise in 2018 showed that many low-income homes had no access to computers.
Eurostat figures from 2019 indicated that access to broadband internet varies significantly across the EU, ranging from 74% of households for the lowest-income quartile to 97% in the highest-income quartile.
Digital education should play a pivotal role in increasing equality and inclusiveness. Digital skills are essential to be able to develop and deploy digitally accessible and inclusive systems.
Likewise, lack of digital skills and lack of accessibility has meant that many disadvantaged groups, teachers, and families were unable to continue work and learning during lockdown. Not only has this increased the risk of poverty and disadvantage but also it has widened inequality in education and training.
https://ec.europa.eu/education/sites/education/files/document-library-docs/deap-communication-sept2020_en.pdf
The “Common sense – education” institute outlines 4 concerns regarding digital equity:
- Seek first to understand
- Try it out!
- Create a tech equity vision with your students
- (Re)consider your homework policies
Recognize your students’ current tech capabilities and their concerns. Consider using a survey at the beginning of the year to get a baseline understanding of your students’ access to tech. While you may have strong rapport with your students, it’s important to ask questions to understand what tech use is really like in their homes so you have a clearer and more accurate understanding of needs and constraints. Try to learn from your students: How many have computers at home? How many of those computers have access to a high-speed network? Are there families who use only phones (or tablets) to access the internet? Where do students access the internet if they can’t do it at home?
Before giving assignments on a new platform or app, try it out for yourself! A lot of times, things we’d never assume could go wrong actually do. But trying out the experience beforehand — just as students will — can help us catch some bugs before we turn students loose. And it gives us some valuable insight into what students will experience in our classes. Everything from log-in problems to having the right browser can affect how long it takes for students to get the work done.
A “tech equity vision” is a way to describe the act of involving your students in conversations about how tech use happens in your classroom (and beyond). What better way to elevate student voices and partner with students on how to use technology for teaching and learning? Ask questions like, “What do we use technology in the classroom for?”; “How do we want technology to help us learn?”; “What are some challenges you face using technology in and out of school?”; and “When does technology actually enhance our learning, and when can it get in the way?” Document and post responses on a tech equity vision so students feel (and see) accountability and ownership.
Consistency between classes can really help kids, too, so if you’re working as part of a team, collaborate with your colleagues on creating consistent policies around homework and digital assignments. Don’t be afraid to rethink how your team handles digital learning and be mindful of the constraint’s students may face in how they access technology.
Consider to what extent your learnes have:
- Access to computer or laptop
- Access to internet at home
- Own smartphone
- Digital competences to access educational digital resources
- Access to supportive technologies – for example for dyslexia
Consider to what extent your learnes have:
- Access to computer or laptop
- Access to internet at home
- Own smartphone
- Digital competences to access educational digital resources
- Access to supportive technologies – for example for dyslexia
Digital technology, when deployed skillfully, equitably and effectively by educators, can fully support the agenda of high quality and inclusive education and training for all learners.
However, the type and design of technological tools and platforms, as well as the digital pedagogy used, impact directly on whether individuals are included or excluded from learning
4 concerns regarding digital equity: 1. Seek first to understand, 2. Try it out!, 3. Create a tech equity vision with your students and 4. (Re)consider your homework policies.