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 should both describe 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. 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.