Diversity Statement
An instructional technology leader needs to be aware of the diverse needs of a school population in order to accurately research, recommend, and purchase technology to improve learning. First, diversity is a consideration when planning technology use for students. Since connectivity is not reliable in all neighborhoods of our district, and since the low-income portions of our district do not have access to home computers, it takes a technology leader who is aware of these issues to recommend appropriate learning activities for those who must use mobile devices. I have developed an awareness of the issue of connectivity in our district in two ways. First, not every student has access to the devices necessary to carry out some school projects, and even if they do, their need to work and support themselves and their families prevents them from working at their own homes. So, my skills in selecting mobile-friendly apps and in designing lessons that take advantage of mobile device use outside of class increase the chances that my students will be able to stay competitive with classmates. There shouldn’t be a reason a student can’t do an activity because he or she doesn't have a home personal computer or a printer or high-speed internet service.
I have also discovered ways technology can aid diverse needs in learning. ELL learners may benefit from online linguistic aids. Further, their aids benefit a whole classroom, since even native speakers can learn from a linguistic app. Increasing literacy for both groups becomes the focus of the well-trained instructional technology leader. Assistive technology is a provision of the public school, and so an instructional technology specialist can aid a teacher and a support staff in selecting the best tools to improve learning for those who have exceptional needs.
Technology provides engagement and motivation for learning, not just a place to store files or to be entertaining. However, some useful and engaging apps at our district level are not accessible for legal or safety reasons. Although these reasons makes sense to protect the identity of minors, the district’s rules diminish the options students have for creativity. A technology leader must understand that students may be frustrated by the lack of options, and she will necessarily have to find ways to use the technology available to leverage students’ creative and collaborative thinking.
But even granting low-income students connectivity to learning through a mobile device and recommending assistive technology does not grant students the power they need to do transformative activities in the classroom. That is a teacher’s role. Further, student growth may be slowed or hindered by the instructional design of units rather than access to technology. So, along with increasing the access to learning technologies, an instructional technology specialist must also be willing to lead the charge in improving instruction as well as negotiating for diversion of funds toward devices and programming. Technology can transform learning, but working with teachers to design better lessons that use it properly requires the dispositions of patience and humility.
I have also discovered ways technology can aid diverse needs in learning. ELL learners may benefit from online linguistic aids. Further, their aids benefit a whole classroom, since even native speakers can learn from a linguistic app. Increasing literacy for both groups becomes the focus of the well-trained instructional technology leader. Assistive technology is a provision of the public school, and so an instructional technology specialist can aid a teacher and a support staff in selecting the best tools to improve learning for those who have exceptional needs.
Technology provides engagement and motivation for learning, not just a place to store files or to be entertaining. However, some useful and engaging apps at our district level are not accessible for legal or safety reasons. Although these reasons makes sense to protect the identity of minors, the district’s rules diminish the options students have for creativity. A technology leader must understand that students may be frustrated by the lack of options, and she will necessarily have to find ways to use the technology available to leverage students’ creative and collaborative thinking.
But even granting low-income students connectivity to learning through a mobile device and recommending assistive technology does not grant students the power they need to do transformative activities in the classroom. That is a teacher’s role. Further, student growth may be slowed or hindered by the instructional design of units rather than access to technology. So, along with increasing the access to learning technologies, an instructional technology specialist must also be willing to lead the charge in improving instruction as well as negotiating for diversion of funds toward devices and programming. Technology can transform learning, but working with teachers to design better lessons that use it properly requires the dispositions of patience and humility.