For one of my PhD courses this semester, we read Johnson's Privilege, Power, and Difference (2006). It's an engaging read. Johnson, as I understand it, suggests we view issues of privilege and difference as systemic issues; we have inherited and are living in a society we did not create, but being aware of the choices we make while living in this society can positively impact the society inherited by those coming after us. In having difficult conversations, Johnson (2006) suggests we pull concerns out of the arena of the individual and situate them within a system.
I went to class excited to explore privilege and difference from this new to me context. One of the concepts I took from the book was to have the courage to ask questions, that without the courage to ask questions and speak up existing systems will facilitated continued choice of the path of least resistance, maintaining (and possibly strengthening) current privileged populations. I want my students to have a better world, I want them to get to just be people. Differences should be valued as wonderful, beautiful, elements which help make life fascinating and enchanting. Differences shouldn't dictate, for instance, groups' access to educational opportunities of terrifyingly different qualities. I don't want differences to mean some people can't, as described by Johnson (2006), put pictures of their loved ones out or speak of their partners by name. I don't want my daughter's access to opportunity to be limited because those whom she resembles accept and embrace the place into which others' privilege place them. In time, I will, I am sure, identify many valuable take-aways from last night's discussion. The instructor is amazing, the program fantastic, and we students as classmates and scholars are also friends. It was an impactful evening of stories and relationship building. But right now, though, this is what I am sorting through having experienced:
So, mostly, right now I am disappointed in myself. And I am disappointed for myself. The heterosexual white male I'm describing is a great guy, and as I understand it diversity and equity are central to his scholarly exploration. So, since I value him as an individual (and I want to protect my position of acceptance within the class) I smiled and nodded like a good girl. I chose the path of least resistance, using my understanding of him as an individual to support my choice rather than having the courage to speak to a system of privilege which encouraged us all to smile and nod while he spoke. I think I need to read the book again. ~KE Johnson, A. G. (2006). Privilege, Power, and Difference. McGraw Hill. (I read the 3rd edition, will update the citation once I am again in the same room as the book and can check the date).
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Online discussion boards are a common element in higher education classrooms. Are we maximizing their potential? Does their use build community and strengthen collaboration among our students? Let's watch the AnswerGarden below grow, and see what we find out.
I have recently taken a position as elementary music teacher at a Title 1 school. I have limited experience with the grade level, and while I have some experience with students experiencing rural poverty, this is my first immersion into the urban poverty experience. This provides communication challenges.
I believe at this point the most considerable challenge (opportunity!) is in the area of overlapping experience. My lack of familiarity with the culture my students are experiencing can create perceived lack of overlapping experiences, diminishing the effectiveness of our communication with each other. As we discover and create shared experiences, I may find that some of the elements I interpret as noise (impediments to communication) may in reality be feedback (continuing the communication loop). Currently, when students leap from their chairs and shout, I feel the "noise" disrupts communication. I may grow to interpret that overt reaction as feedback communicating to me the students' continuing interest, or perhaps their lack of understanding regarding the scintillating classroom activity being presented. I can use digital technology to grow through these challenges. I see PreK-4th grade, and, as a sequential, standards based music class has been absent from the building for several years, the classes will be exploring objectives concurrently (at different levels) . This week we are discovering steady beat through bucket drumming. I will give fourth grade students the opportunity to help me teach the youngers by videoing their performance and explanation of steady beat through bucket drumming. I will then use that video in teaching the youngers. As the youngers have shared cultural experience with the 4th graders, communication of the lesson elements will be enhanced. The shared video creation experience will improve the communication loop for the 4th graders and I, as well as demonstrate our shared experience (and thus create one) for the youngers and I. Additionally, as all of the families in the building have signed forms agreeing their children's images may be shared, I can post the videos in the school FB page, thus creating a shared experience between the community families, their students, and me. I currently (fall 2016) teach at a Title 1 elementary school chock full of fascinating, talented, passionate, intriguing students. The families and the school are under-resourced. Below is a paper composed in partial fulfillment of the requirements for a Masters in Education (Educational Technology) at Oklahoma State University. Of particular value, I believe, are the suggestions for improving community and family involvement in the spirit of overcoming an economically imposed digital divide. References are included following the paper, and are well worthy of further investigation. Formatting of the references didn't transfer well, please contact me and I will share them with you in a more easily portable format. Kathy Essmiller EDTC 5103 Dr. Tutaleni Asino Fall 2016 Considering the Digital Divide While information and communication technologies (ICT) have been suggested as a means through which education inequities might be eliminated or reduced, the impact of the integration of such technologies on student groups traditionally considered marginalized has not been fully investigated (Gherardi, 2016). Disparate access to ICT resources may result in an increasing gap among individuals, as well as between groups and even nations (Ghobadi & Ghobadi, 2015). Broadbent (Broadbent & Papadopoulos, 2013) describes this digital divide as potentially limiting prospects which may be anticipated within education and employment spheres, with possible negative consequences on economic potential. Further challenges are imposed through disconnect as the ICT world is experienced by some but not others (Broadbent & Papadopoulos, 2013). Ritzhaupt (Ritzhaupt, Liu, Dawson, & Barron, 2013) analyzed the question of the digital divide in a study focused on Florida schools. Students were separated into several categories, including socio-economic status, race (white and non-white), and gender. Findings indicated the digital divide in Florida schools to be a reality, with white females with higher socio-economic status documented as experiencing it the least. Further expounding upon socio-economic concerns fueling the digital divide, Dolan (Dolan, 2016) presented for consideration the level of at-home access to ICT available to students, in addition to the resources available while at school. An exploration into student interaction with emerging mobile technology revealed aspects of the digital divide on an individual level (Asino, 2011). Students were introduced to a newly released mobile device; those unaccustomed to the devices were fearful and hesitant to tinker with the devices when given the opportunity (Asino, 2011), expressing particular misgiving concerning their families’ financial ability to replace damaged devices. Dr. Asino found, when presented with the possibility of using the mobile devices, that students communicated challenges to their use in regards to the availability of electricity, internet access, and how the devices might be powered (Asino, 2011). The dynamics behind unequal access feeding the digital divide are complex (Ghobadi & Ghobadi, 2015). The elucidation of challenges into specific categories may aid in development of potential solutions (Ghobadi & Ghobadi, 2015). Populations differ in levels of motivation (desire to use ICT), access to needed resources, skills acquired, use, and context (Ghobadi & Ghobadi, 2015). As these challenges perpetuate unaddressed, the issues become multi-generational (Ghobadi & Ghobadi, 2015). Consideration may be given as to how best to design and integrate educational technology to minimize the digital divide (Asino, 2011). Peters (Peters, Winschiers-Theophilus, & Mennecke, 2013) advocates for local solutions, inviting designs by users for their particular situation. The involvement of students in design can increase effectiveness of the proposed solutions (Druin, 2002). Some teachers frequently feed off student excitement regarding ICT, supervisors may see ICT administrative benefits, and some educators may see ICT and associated devices as a distraction (Asino, 2011). Student involvement may reduce some of the disparity in perception, as well as express a different estimation of needs, presenting aspects which might be otherwise unconsidered (Asino, 2011). Mobile devices may be considered for incorporation as a cost-effective bridge of the digital divide (Dolan, 2016), although some express concern regarding a broadening gap in mobile technology (Zhang, Trussell, Tillman, & An, 2015). When considering solutions, maximization of useful internet access should be addressed (Asino, 2011). Apps requiring little to no use of internet following install may be of particular appeal (Asino, 2011). Ghobaldi (Ghobadi & Ghobadi, 2015), having categorized specific challenges feeding the digital divide, has enumerated associated suggestions for its alleviation. Training parents in the use of ICT resources and increasing the visibility of ICT incorporation into administrative and educational activities may enhance motivation and drive improved household skill (Ghobadi & Ghobadi, 2015). Differences relating to socio-economic status may be reduced through improved school computer access and the removal of the burden for computer purchase and acquisition of home internet access for low income families (Ghobadi & Ghobadi, 2015). The digital divide appears to be a reality, not only as relates to socio-economic status, but as relates to gender and race as well (Ghobadi & Ghobadi, 2015; Ritzhaupt et al., 2013). Aspects of the digital divide can be discerned throughout the world (Bidwell & Winschiers-Theophilus, 2010). As members of a global community (Cullen, 2001), it benefits us to identify and collaborate to articulate solutions. References Asino, T. (2011). No electricity? No problem! How about some petrol iPad? TechTrends, 55(1), 18-19. doi:10.1007/s11528-011-0462-3 Bidwell, N. J., & Winschiers-Theophilus, H. (2010). UNDER DEVELOPMENT: Beyond the Benjamins: toward an African interaction design. interactions, 17(1), 32-35. doi:10.1145/1649475.1649483 Broadbent, R., & Papadopoulos, T. (2013). Bridging the digital divide – an Australian story. Behaviour & Information Technology, 32(1), 4-13. doi:10.1080/0144929X.2011.572186 Cullen, R. (2001). Addressing the digital divide. Online Information Review, 25(5), 311-320. doi:doi:10.1108/14684520110410517 Dolan, J. E. (2016). Splicing the Divide: A Review of Research on the Evolving Digital Divide Among K–12 Students. Journal of Research on Technology in Education, 48(1), 16-37. doi:10.1080/15391523.2015.1103147 Druin, A. (2002). The role of children in the design of new technology. Behaviour and information technology, 21(1), 1-25. Gherardi, S. A. (2016). Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education. Ghobadi, S., & Ghobadi, Z. (2015). How access gaps interact and shape digital divide: a cognitive investigation. Behaviour & Information Technology, 34(4), 330-340. doi:10.1080/0144929X.2013.833650 Peters, A., Winschiers-Theophilus, H., & Mennecke, B. (2013). Bridging the digital divide through facebook friendships: a cross-cultural study. Paper presented at the Proceedings of the 2013 conference on Computer supported cooperative work companion, San Antonio, Texas, USA. Ritzhaupt, A. D., Liu, F., Dawson, K., & Barron, A. E. (2013). Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender. Journal of Research on Technology in Education, 45(4), 291-307. doi:10.1080/15391523.2013.10782607 Zhang, M., Trussell, R. P., Tillman, D. A., & An, S. A. (2015). Tracking the Rise of Web Information Needs for Mobile Education and an Emerging Trend of Digital Divide. Computers in the Schools, 32(2), 83-104. doi:10.1080/07380569.2015.1030531 |
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