{"id":3093688,"date":"2024-02-02T19:08:00","date_gmt":"2024-02-03T00:08:00","guid":{"rendered":"https:\/\/wordpress-1016567-4521551.cloudwaysapps.com\/plato-data\/can-we-close-the-digital-divide\/"},"modified":"2024-02-02T19:08:00","modified_gmt":"2024-02-03T00:08:00","slug":"can-we-close-the-digital-divide","status":"publish","type":"station","link":"https:\/\/platodata.io\/plato-data\/can-we-close-the-digital-divide\/","title":{"rendered":"Can we close the digital divide?"},"content":{"rendered":"

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February 2, 2024<\/h2>\n
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\n\t\t\tCan we close the digital divide?\t\t <\/h3>\n
Filed under: virtual school<\/a> \u2014 Michael K. Barbour @ 4:08 pm
Tags: cyber school<\/a>, education<\/a>, high school<\/a>, National Educational Technology Plan<\/a>, news<\/a>, The Hechinger Report<\/a>, virtual school<\/a><\/div>\n
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So this scrolled through my inbox yesterday, and since the national Educational Technology Plan has very little to say about actually training teachers on how to teach at a distance (even after the past four years), it is worth sharing this item from The Hechinger Report.<\/p>\n

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A newsletter from The Hechinger Report<\/em><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
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\"Javeria<\/h1>\n

By Javeria Salman<\/a><\/em><\/p>\n

Students from historically marginalized backgrounds are more likely than their advantaged peers to be treated as passive users of technology. While they are completing digital worksheets, their peers in better-resourced schools are coding, collaborating, and designing and building tech tools.<\/p>\n

The newly released National Education Technology Plan from the U.S. Department of Education aims to highlight that disparity and many other inequities in the use and design of ed tech, as well as access to it. The report also offers ways that those digital divides can be mitigated.<\/p>\n

\u201cWe want to create a sense of urgency to continue to close those gaps,\u201d said Roberto Rodriguez, assistant secretary in the Department of Education\u2019s Office of Planning, Evaluation and Policy Development.<\/p>\n

The update of the policy document by the DOE\u2019s Office of Education Technology is the first since 2016 (parts of it were revised in 2017). It draws on listening sessions with more than a thousand educators, students, parents, state and district leaders and advocacy organizations, according to Erin Mote, CEO of education policy nonprofit InnovateEDU, one of several education organizations that collaborated with the government on the plan.<\/p>\n

The report notes that teachers from well-resourced schools typically have more time and training to design lessons that involve creative, non-formulaic uses of ed tech.<\/p>\n

And divides in access to technologies remain a big problem, with students at wealthier schools and from more affluent families tending to have better internet connectivity and more reliable access to devices and digital learning materials, the report says.<\/p>\n

The report\u2019s guidance for closing the divides includes encouraging districts to incorporate practices of \u201cuniversal design for learning,\u201d an approach based on developing tools that serve all learners regardless of their learning preferences, abilities and backgrounds. It stresses that educators be flexible in terms of how they present content and engage students, and it also includes support for students with disabilities and those who are learning English.<\/p>\n

As an example, the report highlights the experience of Bartholomew Consolidated School Corporation in Indiana, which has embraced universal design for learning in a variety of ways. Teachers there give students many options for how to use different technologies. And when exploring new ed tech tools to adopt, the district solicits feedback from teachers, parents and students, the report says.<\/p>\n

The report also emphasizes that students need to be given chances to actively, creatively use ed tech. The report discusses how the Pendergast Elementary School District, in Glendale, Arizona, adopted FUSE, a science, technology, engineering, arts and mathematics platform created by Northwestern University. Students using FUSE \u2014 a student-chosen name that is not an acronym \u2014 select the learning activities they want to try, including 3D printing, animation and robotics.<\/p>\n

In addition, the report covers AI and data privacy. The examples it cites include a Montana online school offering a course in artificial intelligence, and the Dedham school district, in Massachusetts, which has made a data privacy and cybersecurity course part of quarterly professional development for educators, among other changes.<\/p>\n

Keith Kruger, CEO of the Consortium for School Networking, or CoSN, wrote in an email that while he\u2019s pleased the plan focuses on closing digital divides, he would like to see more ambitious proposals, including the creation of district-level ed tech director positions to help \u201censure the promise of ed tech reaches all students.\u201d<\/p>\n

He said school districts shouldn\u2019t simply hand over the federal plan to a technology director and have them be solely responsible for implementing it. District leaders \u2013 including those overseeing academics, special education, finance as well as technology \u2013 need to come together to \u201cbuild systems that empower every learner,\u201d he wrote.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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  1. Workforce leaders want students to be prepared for AI. <\/strong>A new report from Washington State University\u2019s Carson College of Business looks at the impact of AI on the workforce. The authors surveyed professionals in various fields to determine how much they use AI, how prepared they are to use AI and the extent to which they think AI will shape the future of work. The report found that only 56 percent of professionals use AI currently in their job, and many are wary of AI\u2019s role in the workplace. Despite those concerns, a vast majority of professionals (83 percent) said that college graduates should be prepared to use AI upon entering the workforce and see a critical role for higher education in preparing them. More than half reported they feel that the U.S. will become less competitive than other countries if students entering the workforce are not prepared to use AI or understand its risks. Read the full report here<\/a>.<\/li>\n
  2. A course designed to help educators learn to use AI. <\/strong>AI for Education and the Educating All Learners Alliance will host a free four-part webinar series designed to help teachers who want to integrate AI into their teaching practices. The course will run from Feb. 6 to Feb. 27, with each session lasting 60 minutes. The webinar aims to provide teachers with best practices and strategies on how to begin using generative AI to craft lesson plans, develop Individualized Education Programs for students with disabilities and create age-appropriate student activities. The sessions will also include practice time for educators to engage with AI tools and learn how to write prompts. Educators can register here<\/a>.<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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    Are you interested in reaching an education-obsessed audience? Learn more about sponsoring this newsletter. Contact us at sponsorship@hechingerreport.org<\/a>.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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    \u201c5 tech CEOs come under fire in Congress again. Don\u2019t hold your breath for the outcome<\/a>,\u201d <\/strong>Politico<\/p>\n

    \u201cAt this Utah school, students helped shape a no-phone policy. And they like it<\/a>,\u201d<\/strong> The Salt Lake Tribune<\/p>\n

    \u201cA new partnership paves the way for greater use of AI in higher ed<\/a>,\u201d <\/strong>The Hechinger Report<\/p>\n

    \u201cPROOF POINTS: Two groups of scholars revive the debate over inquiry vs. direct instruction<\/a>,\u201d <\/strong>The Hechinger Report<\/p>\n

     \u201cThe U.S. is the fifth-largest Spanish-speaking country. Where are our bilingual teachers?<\/a>,\u201d <\/strong>EdSurge<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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