Let's Go On A Google Tour!
Why Try Virtual and Augmented Reality?
Diversity and VR/AR
Digital Equity in the Classroom and Beyond
Because we have a brand new building, we have more technology available than many schools in the county, such as a Simplicity TV and Recordex device in every classroom. “Many schools are still struggling to keep up with the rapid pace of technological changes and their applications to school operations and enhanced educational experiences for children” (Dieckmann & Villarreal, 2001). Despite the trainings we’ve received, I still only know how to use the two aforementioned tools to connect what’s on my laptop with my tv, to share my demonstration on my teaching table onto the screen, and how to freeze the screen on the tv/laptop. I know there are so many other features, but I learn by doing, not by watching/listening, so I still have a lot to learn! “Though implications for professional development are many, the development of a basic level of competency in the use of technology for instructional purposes among a critical mass of educators remains a difficult challenge” (Dieckmann & Villarreal, 2001). One thing I’ve found is that when I need help with technology, it’s often my students who have the answers. This represents a generational digital divide, partly due to limited technology availability in the counties I’ve previously worked in. With Cobb being on the cutting edge of many technologies, it was assumed that I knew how digital tools (like an Elmo) worked, and I was actually a little embarrassed to ask for help. Of course, I did ask for help when absolutely necessary, but I imagine if it was difficult for me as an educator, how might a student feel in a similar predicament?
As a Title 1 school, although we have adequate technology funding, that does not mean that our students have equitable access at home. Most of our students are familiar with devices, but internet access at home (or at a hotel in which they reside) may be limited to a single cell phone. This is the real discrepancy when it comes to teaching through technology such as Office 365 and OneNote, which is intended to provide collaboration between teachers, students, and parents. It’s a proficient tool for engaging students within the school building, but we cannot expect all students to complete projects at home or all parents to be familiar with how their children are using technology to learn. “A tool is only as good as the user’s ability to use it to the benefit of all students and leave no student behind” (Dieckmann & Villarreal, 2001). I’m interested in exploring programs that provide internet access at low or no cost to low-income families, and developing a system where parents can check out devices for students to use at home. Although these concepts seem far-reaching, with more collaboration within the community as a whole, we can continue closing the digital divide.
Bernasconi, H. (2017). The good, the bad, and the instructional of VR in the classroom. Retrieved from Aquila Education: https://www.aquilaeducation.com/single-post/2017/05/31/The-Good-the-Bad-and-the-Instructional-of-VR-in-the-classroom
Crews, J. (2018). Five ways teachers can use - and create - augmented reality experiences. Retrieved from EdSurge: https://www.edsurge.com/news/2018-01-22-five-ways-teachers-can-use-and-create-augmented-reality-experiences
Dieckmann, M., & Villarreal, A. (2001). Enriching Your Classroom Through Equitable Technology Integration. Retrieved from IDRA Newsletter: https://www.idra.org/resource-center/enriching-your-classroom-through-equitable-technology-integration/
Holz, S. (2018, January 4). Digital divide 2.0: a few facts and figures [Blog post]. EdTech Uodate. Retrieved from http://www.edtechupdate.com/2017/digital-divide/?open-article-id=7672042&article-title=digital-divide-2-0--a-few-facts-and-figures&blog-domain=neolms.com&blog-title=neo-lms
Pilgrim, J. M., & Pilgrim, J. (2016). The use of virtual reality tools in the reading-language arts classroom. Texas Journal of Literacy Education, 4(2), 90-97. Retrieved from https://files.eric.ed.gov/fulltext/EJ1121641.pdf