Too often, conversations about digital equity begin with the “what” of technology, leading many school and system leaders to view it as synonymous with digital access. Technology departments implement one-to-one device programs or provide students with hotspots and then assume that digital equity has been achieved. However, digital equity is an ongoing, iterative process that needs to begin with a concrete vision for teaching and learning with technology so that educators, students, and broader community members understand the greater purpose behind digital equity efforts.
This vision requires a deeper understanding of digital access along with a nuanced perspective on digital use and digital design:
Digital access goes beyond powerful devices and high-speed internet to effectively connect students to ideas and content, and involves digital literacy, health, safety, and citizenship. This requires focusing on the accessibility needs of the community while demonstrating the cultural responsiveness and sustainability necessary to affirm identities and effectively engage families as supports.
Digital use prompts consideration of how learning experiences can be personalized to meet the unique needs, strengths, interests, and identities of students as well as encourage them to develop the digital skills that they will need to be successful in the future.
Digital design asks leaders to set a vision for providing educators with the time and resources (including coaching support) to create and design these quality, digital learning experiences.
Given the rapid rate at which technology emerges, this vision will need to be part of broader efforts at continuous improvement such that it evolves to meet emerging needs as they present themselves.
Developing a concrete vision and building a culture of continuous improvement will look different in every context. The two strategies below illustrate how different systems have tackled these challenges.