Villanueva Beard: I would define digital equity as ensuring that every child has the opportunity to access content around the world. The other part in terms of equity is ensuring that the tools and the content that kids have access to are designed with an equity lens. Lens providing teachers with professional learning and skills, so all students have equitable learning experiences.” Melissa LIM, Integration Specialist, Portland Public Schools Glass: It’s not just access as in the actual tool, but also resources to reach students who have different disabilities. All of that plays into the definition of digital equity. It includes the foundational needs such as hardware, internet connection, and access to online resources, and also access to teachers, mentors and coaches who can provide the context and the guidance 'so' students can learn how to interact in a positive, productive and safe way across the internet. I think at the highest level. It means is that our students are able to pursue their passions and work toward projects that improve the world and make it a better place.Families throughout the nation faced digital inequities before the pandemic became a factor in the spring of 2020. However, with the shift to remote learning, the conversation around the digital divide became impossible to ignore. There was a push, in tandem with these conversations, to bring connectivity and the meaningful integration of technology to students who lacked it.
Between April and September 2020, the percentage of adults who reported computers were always or usually available to their children for educational purposes rose from 88 to 91 percent, according to the National Center for Education Statistics. School districts and states are tackling a lack of home internet connectivity for students across the country, and the federal government has made funding available for this purpose.
Despite the progress that’s been made in providing devices and internet access to students, the need for digital equity persists. To find out more about the changes that are still needed and what the future of digital equity in K–12 schools should look like, we spoke with four experts: Shaina Glass, professional learning manager at the Computer Science Teachers Association; Melissa Lim, technology integration specialist at Portland Public Schools in Oregon; Michael McCormick, superintendent of Val Verde Unified School District in California; and Elisa Villanueva Beard, CEO of Teach For America. Here’s what they shared:When people talk about digital equity, they’re talking about access to technology. I would also say that it relates to teaching experience in terms of teachers’ technology skills. It’s providing teachers with professional learning and skills, so all students have equitable learning experiences.
Villanueva Beard: I would define digital equity as ensuring that every child has the opportunity to access content around the world. The other part in terms of equity is ensuring that the tools and the content that kids have access to are designed with an equity lens.
Technology Integration Specialist, Portland Public Schools
Glass: It’s not just access as in the actual tool, but also resources to reach students who have different disabilities. All of that plays into the definition of digital equity.
McCormick: It includes the foundational needs such as hardware, internet connection, and access to online resources, and also access to teachers, mentors and coaches who can provide the context and the guidance so students can learn how to interact in a positive, productive and safe way across the internet. I think at the highest level what it means is that our students are able to pursue their passions and work toward projects that improve the world and make it a better place.
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