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PS8: Demonstrates sensitivity to inequities in technology access in schools by incorporating and modeling specific instructional strategies that promote equity
Equity is certainly receiving a great deal of attention as of late, and I'm proud to say that it was at the heart of Lamoille
Union's four goals for our Lancer One program, two of which were Equity and Universal Access. Each student at
In my work helping teachers integrate technology, I have examined my own practice and how equitable it is amongst our faculty. It was an excellent exercise as I realized that I've helped almost every single teacher in our building in some capacity and thereby have been equitable across subject taught, gender and age group. In my short case study, I have starred those with whom I spend more time than usual, and have noticed that this year they are all women. I think they've come to rely on me perhaps too much, and my goal is to work with them to feel empowered to be more self-sufficient. Ultimately, I do believe that the goal of a good technology integrationist is to work themselves out of a job in that they empower their faculty to find their own solutions and innovations.
LUMHS has an iPad, and what I've come to notice is that while access to devices is prevalent, the oversight of them at home is anything but. I have worked to overcome this in digital citizenship lessons and conversations with our students in advisory committees about the importance of balance in a tech-rich world.
As an example of modeling instructional strategies that promote equity, I refer to the survey results here that request PD in a number of various formats. I provide all sorts of support including through email, by hosting lunches, meeting with teachers during their planning time, through sharing on social media, and even in flyers I post in the bathroom. By canvassing all of these areas, I am able to meet teachers where they are at, and thereby promote equity in my delivery of professional development.
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