Technology for Equity

It's well known that Covid-19 transformed the role of technology in the classroom. In addition to using technology to facilitate virtual learning from home, technology has become central to in-person classroom instruction. What I didn't know was how technology can transform learning to make learning equitable. If digital equity ensures that all students have access to what's being learned, what does the data say about who's learning? How successfully (or unsuccessfully) has technology revitalized learning for today's students? 

Let's Find Out!

To answer these questions, I explored the transformations in technology use. I found the following report from Project Tomorrow to be fascinating in this regard. The report is called Beyond the classroom today: From Increasing Technology Access to Improving Student Learning Experiences. This report notes, "A key lesson learned from the past few years is that the mere presence of technology does not magically translate into deeper learning experiences.  But one of the obstacles to strategically planning for more effective use of greater access to technology has been a nostalgic pull in some communities to revert to the way schools traditionally looked and functioned in February 2020" (4). Although traditional learning methods still have a place in the classroom, it's no longer the only place. Instead, technology sets the norm for learning. As seen by the chart below, it's become increasingly normalized over time.

Image Source: Project Tomorrow

Today's students have entirely different relationships with technology than the educators teaching these students, creating a divide in how students and teachers may perceive technology. Part of this technology shift correlates to increased access to technology, as seen by how Project Tomorrow notes, "91% of K-12 teachers now report that their students have access to a personally assigned digital learning device to use within the classroom, a threefold increase since 2014" (4). Part of this technology shift may correlate to generational differences in technology use. McCrindle has studied these differences extensively, sharing this insight about the Digital Role of Gen Z: "Generation Z are digital integrators in that they have integrated technology seamlessly into their lives, and having used it from the youngest age, it is almost like the air that they breathe, permeating almost all areas of their lifestyle and relationships." With technology being integrated seamlessly outside the classroom, how can educators best integrate this technology in physical and virtual learning spaces?

Although some teachers may still be drawn to that nostalgic pull of traditional classroom settings, other teachers are integrating technology in their classrooms. In addition, teachers are rethinking student learning outcomes. While technology can be used to increase student engagement, it's no longer the only outcome in mind, as seen by Project Tomorrow's findings:

Image Source: Project Tomorrow

In summary, technology can make learning more accessible for students who already treat technology as integral. Technology can greatly improve the learning outcomes for students, benefiting the students as well as the teachers. These benefits are highlighted in the article Closing the Digital Divide Benefits Everyone, Not Just the Unconnected. In this article by Common Sense Media, I was surprised by how adaptive VR can be for student learning, including virtual labs, virtual campus spaces, and virtual tours of these spaces. These tours can help students with functional needs, empowering students to "transition to new school environments more easily by allowing them to tour these spaces online ahead of time" (8). These insights helped me see technology as an equity builder, providing ways of learning and ways of connecting besides this classic brick-and-mortar classroom:

Image Source: giphy.com

However, technology can only be an equity builder if it's equitably accessed, taught, and integrated, as discussed in the article As schools close due to the coronavirus, some U.S. students face a digital ‘homework gap’. This article by the PEW Research Center notes, "The 'homework gap' – which refers to school-age children lacking the connectivity they need to complete schoolwork at home – is more pronounced for black, Hispanic and lower-income households." To reap the benefits of online education, the seeds - or the technologies - must be equitably distributed. It's not just the technology tools, but the ability to use these tools effectively - a struggle familiar to many schools. As discussed by Project Tomorrow, "A common denominator across this list of valued technologies is the essential need for high-quality, high-bandwidth Internet connectivity in the classroom to support the type of digitally infused learning experiences empowered by these technologies" (21). If schools are not designed with the support to attain and maintain technologies, then technology may be a source of frustration for students and teachers alike. If schools are not designed to meet the needs of all students, then digital equity cannot be truly achieved. The 2022 EDUCAUSE Horizon Report discusses the importance of equitable education. Although this report pertained to higher education, these findings resonated with the experiences of younger students as well: 

"At institutions committed to mainstreaming online and hybrid education, faculty and other officials must consider the implications of that mainstreaming for equitable access to education. On one hand, these changes present institutions with the opportunity to provide educational experiences better fitted to the needs of students for whom traditional classroom experiences and access have been challenging or even impossible. Institutions can focus on this opportunity as a driving purpose behind making modifications that lead to substantive change. Indeed, when asked about the potential impacts of this area of practice, panelists scored it highest in its potential to address equity and inclusion. On the other hand, online and remote models of education continue to be a challenge for some students (e.g., those with limited access to devices or internet connectivity). As the adoption of online and hybrid education expands, so too must the supports and resources institutions provide to their students to help ensure that all students have access and are able to fully and meaningfully participate."

Okay, I've done the research. What now?

Stay informed! By keeping up with the latest findings on educational research, educators can empower themselves to best meet the needs of students. As someone who works with students, this research supports how libraries can be advocates for digital equity. In my department, we provide computers, I-PADs, coding classes, and 3-D printing classes to students. I wonder how I can use technology to redefine student learning outcomes, whether these students are attending a library program or using the library space. If the library is a third space for many students (aside from home and school) how can I make this space into a place that equitably meets their needs? I don't have an easy answer, but that's the fun part of research; it takes time to find those answers, and that's why research is so rewarding for me.

As one final note, I find that keeping up with "Stats & Stories," as I like to say, can revitalize my passion for my profession. Although I work in a library, rather than a classroom, I find that reading about what other libraries are up to and looking at the big picture of librarianship sparks new ideas and new professional connections. It also decreases work burnout when I can connect to my work outside of the bubble of my one library. This research need not be brooded upon in isolation; on the contrary, it can open up conversations with others, as well as open up new perspectives in oneself.