Striving for Digital EquityRe-conceptualizing the digital divide for teacher

educators in the 21st century

Heather K. Tillberg & Kenneth X. Warren

Curry School of EducationUniversity of Virginia

Re-conceptualizing the “Digital Divide”

• Digital Divide

Have Not Have

Computer Hardware

Computer Software

Internet Access

Speed of Internet Access

Database Management

MP3, Audio

Digital Video

Storage Space

Typing Skills

Online Discussion

Game playing

Virtual Reality

Web design

Programming

Digital Camera

Where are you on this continuum?

Striving for Digital Equity?

• Users should be able to:– Communicate effectively– Find accurate information– Evaluate information– Critically deconstruct messages– Manage information in ways that are

meaningful for his/her own life & experience (empowerment)

– Create content!

Hardware & Access

• Foundation/Roots– Computer Hardware– Computer Software– Internet Access

• Dial-up v. broadband v. wireless

US Dept of Education- http://digitalequity.edreform.net/resource/306

Effective Use

• Branches:– Effective use in

education• Engaging• Constructivist• Empowering• Collaborative• Creative

Content

• Leaves– Culturally relevant

content• Community• Family• Lifestyle• Interests• Reading level• Language

Strategies for Teacher Educators

• Establish relationships with Informal Learning and After-School Programs– Community Technology Centers

• www.ctcnet.org– Urban League Affiliates– Boys and Girls Clubs– Churches and Faith-based Organizations– Other Non-profit Organizations

Strategies for Teacher Educators

• Encourage pre-service teachers to be critical consumers and producers of media and technology– Create blogs (online journals)– Create and distribute videos (documentaries,

public service announcements) – Create and sustain Wiki’s (online communities

and content portals)

How it correlates to the NETS-Ts standards

TEACHING, LEARNING, AND THE CURRICULUM.Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

A. facilitate technology-enhanced experiences that address content standards and student technology standards.

B. use technology to support learner-centered strategies that address the diverse needs of students.

C. apply technology to develop students' higher order skills and creativity.

D. manage student learning activities in a technology-enhanced environment.

Deliverable – Math Video

• Student produced culturally relevant content related to Math

• Course of Action– Writing the narrative– Contextualizing the importance of math – Reflecting on the importance of math– Creating meaning and apply to her life and aspirations– Gaining technological proficiencies and media-literacy

in the process– Encourage “student as designer”model whenever

possible (Research)

Conclusion

• Re-conceptualizing the digital divide• Understanding what it means to be

civically engaged and empowered producers of technology and media

• Defining cultural relevancy• Strategies for Teacher Educators• Applying ISTE NETS and NETS-T

Standards• Deliverable: Math Video

Resources + Links

• Digital Storytelling Cookbook: http://www.storycenter.org/memvoice/pages/cookbook.html

• Guidelines for Oral History Interviews (from the History Channel) http://www.historychannel.com/classroom/oralhistguidelines.pdf

• Blogger: http://www.blogger.com/start• Wordpress: www.wordpress.org• E-Pals Classroom exchange: http://www.epals.com/• Europa Pages: http://www.europa-pages.com/school_form.html• Global-Leap.com: http://www.global-leap.com/providers/index.php• Stumble Upon: http://www.stumbleupon.com/