I blogged recently about techquity. It has really got me thinking, even now. I am thinking about the technology that I choose, the technology that I use and how I can best level the playing field. Recent worldwide events have brought this to the fore. Identifying myself as having a disability I am all too aware of the difficulties of ensuring balanced views and voices are heard. I cannot imagine the difficulties others face just because of the way they look of where they are from. I also struggle to believe that there are teachers out there who show such views to learners. But just being against something isn't enough now, we need to make a stand and for me it starts with techquity.
In my sons reception class all the kids have reading books, they are all reading but they are not all reading the same book. They are reading the book that is appropriate to their early years reading age that has been informed by in class and teacher assessment. The teacher has used their expertise and to level the playing field they have chosen reading books for the children. When I teach ratio I plan 3 or 4 approaches to the topic and personalise the experience for every student. This is what teaching is about. Yet when it comes to employing technology in the classroom I don't personalise it, and I want to know more as to why and how to address this.
Technology has long been known to overcome barriers, connect wider networks and engage learners. They are not maths students of my classroom, they are maths students of the world. The joy that my learners find when they read someone else has written about how they work problems out or their experiences and they can connect is awesome. Technology enables that experience. If my learners can engage with other cultures and countries and connect on a level with them I am enabling connections and future changes to be possible. Through connecting with others I am developing my learners curiosity and empathy which will foster a more inclusive society of the future. Yet this isn't enough.
When I set homework, I set different tasks for learners based on their skills and abilities. But I set all their homework on the same LMS system, Google Classroom. I assume they have internet access, I assume they have a smart phone or a device at home or will access the library to complete it. Our libraries provide not just a space for learners to work but a safe place where they can stay warm, stay hydrated, socialise safely and learn beyond the classroom. Our libraries must adapt to changing needs but be protected to protect our most vulnerable learners. In setting my homework on Google Classroom I am making assumptions. I would never do this in class, I would never assume that prior knowledge was there, I would assess to see if it was present and if it wasn't I would scaffold to ensure the learners could access my content.
In using Google Classroom I am using a platform that is accessible on any device. Yet I am assuming that the learners have access to a device and that they have access to the internet. But what about techquity? Knowing what I know now I should be establishing each learners starting points with technology, what do they have access to? Do they have additional responsibilities, e.g. caring, that limits their time that can be devoted to their learning? What can I do to break down the barriers for them? How can I level the playing the field? Google Classroom is great, but is it right for everyone? Would a learner benefit from another LMS or another method of communication?
This will ultimately lead to a money conversation. I will need to ask someone somewhere along the line for some kit, some access, some money. How will those conversations go? I know that if I can evidence the need and impact these decisions will have on learners it would be difficult for others to say no. But how do I invest others? How do I spread techquity? Change starts with me, I am the voice that can amplify other voices, the quiet and the loud. To engage change I need to engage others with my vision for techquity. I will be eternally grateful to George Couros and Ken Shelton for bringing this to my attention, this is the beginning of my journey to techquity. SJ
