Statewide discussion on digital gap led by CMU
CMU provided expertise and leadership in a recent collaboration, working with other educators to make recommendations for increasing equity and access in virtual learning environments.
Central Michigan University is taking the lead in a collaborative effort to address a gap in access to digital learning tools. The International Society for Technology and Education initiated the discussion between educators, administrators, and representatives from the Michigan Department of Education to focus on technology in learning environments. The various representatives, led by CMU, have identified issues related to inequitable access to technology and created a list of recommendations to help educators across the state to address the inequities. The initiative was spurred by the challenges faced by educators this spring as schools were forced to pivot to virtual learning amid the COVID-19 pandemic.
The closing of schools this spring due to COVID-19 illuminated an issue that while not new, has become increasingly important as schools continue to struggle to provide equal education for all students. It became apparent that a gap in access to digital resources would be a significant challenge for teachers and administrators forced to move to virtual learning formats. Students who do not have access to digital learning tools at home such as laptops, high-speed internet connections, and technical knowledge are vulnerable to falling behind their cohorts if the gap is not addressed.
The discussions, led by CMU in small group sessions, resulted in the identification of six areas in which recommendations were made. Those areas include investment in professional technical support for teachers, shifting the negative perceptions of screentime, supporting partnerships between stakeholders, training for educators on how to best use technology in teaching, ensuring student access to tools of technology, and helping teachers establish priorities in the virtual education of students.
The overarching theme is that administrators should focus on providing teachers and students with the tools needed to achieve equity in virtual education. In a release from CMU, Chair of Teacher Education and Professional Development Kathryn Dirkin said, "Throughout everything we've been studying and working on since the pandemic began, the question remains: How can educators make online learning more effective and equitable for students, regardless of where they live and what technology they have available. In all of the virtual conferences we've participated and presented in recently, the common themes are investing in our teachers, technology for students and teachers, and access for all."