Diversity Statement
Students come in all shapes, sizes, skin tones, cultural backgrounds, and socio-economic conditions. While technology can be a tremendously helpful tool in providing equitable access for all students, technology leaders need to evaluate their plans and procedures to ensure all students are exposed to technology skills and high-order learning activities. Implementation plans for providing students with technology must be balanced and impartial so that students with less experience or exposure to technology receive the same opportunities as students who are experienced and familiar with technology.
When a school looks at selecting devices to deploy for 1:1 initiatives they must consider students’ home access to internet. For example, a school that is considering purchasing Chromebooks or traditional laptops must think through students’ needs to download information at school to a local hard drive so they can access materials such as textbooks and documents if they lack connectivity at home
As technology and STEM programs develop in schools, teachers and administrators must be sure girls and minorities are given opportunities to see themselves as future technologist and engineers. A student who has never had any time, anywhere access to technology may not be aware of careers and educational opportunities in STEM fields. STEM education must be made available to all students; programs such as Hour-of-Code and hackathons enrich all students’ experiences and provide the opportunity for all students to see themselves as the face of the future of technology.
In addition to considering ethnicity, gender, and socio-economic differences in a school or district, the needs of special needs students must be considered. There are many devices available to help special needs students; however, schools must account for needs of specific groups. For example, a student with poor gross motor skills and/or fine motor skills may not be able to effectively utilize a device with a keyboard. Assistive technology critical to the success of a limited number of students may not always be compatible with a device selected for the general student body. These needs are as critical as the needs of every other student in the building.
When a school looks at selecting devices to deploy for 1:1 initiatives they must consider students’ home access to internet. For example, a school that is considering purchasing Chromebooks or traditional laptops must think through students’ needs to download information at school to a local hard drive so they can access materials such as textbooks and documents if they lack connectivity at home
As technology and STEM programs develop in schools, teachers and administrators must be sure girls and minorities are given opportunities to see themselves as future technologist and engineers. A student who has never had any time, anywhere access to technology may not be aware of careers and educational opportunities in STEM fields. STEM education must be made available to all students; programs such as Hour-of-Code and hackathons enrich all students’ experiences and provide the opportunity for all students to see themselves as the face of the future of technology.
In addition to considering ethnicity, gender, and socio-economic differences in a school or district, the needs of special needs students must be considered. There are many devices available to help special needs students; however, schools must account for needs of specific groups. For example, a student with poor gross motor skills and/or fine motor skills may not be able to effectively utilize a device with a keyboard. Assistive technology critical to the success of a limited number of students may not always be compatible with a device selected for the general student body. These needs are as critical as the needs of every other student in the building.