One indicator of Digital Citizenship is:
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.
Our School Levy allowed for the purchasing of additional technology for student use. In each roll-out, the Curriculum, Technology, and Assessment Director and I have worked with our three-year plan to ensure that all grade level students have the same access. For example, 5th grade classrooms all became 1:1 in November 2015. Fourth grade classrooms became 1:1 in September of 2016. All preschool – 1st grade classrooms received four iPad minis in the fall of 2016. Second and third grade, along with grades 9-12, will become 1:1 in the fall of 2017. Middle school students will be close to 1:1 with carts of computers in almost every classroom. I advocate for full grade level rollouts.
Equity at the entire grade level is important so that the team of teachers (Professional Learning Community or PLC) at that grade level can work together and do the exact same technology enhancements to their unit plan. The four iPad primary rollout is an example of having to make a choice and using the equity lens in the decision. Based on the allotment of money, there was a choice between more devices per classroom or some classrooms not receiving any devices. An equitable choice is what I helped to make. I looked at the total number of classrooms and cost of possible devices and peripherals (cases, power supplies, etc) that would be needed. Thanks to the decision, professional development sessions were relevant to more teachers and all students, preschool through 1st grade were exposed to the most recent relevant technology. More about intentional decisions in my district can be found in my post, Digital Readiness – How Ready Are We?
My thoughts about equity also spillover into digital citizenship education for students and whose job it is to teach it to students. My blogpost, Agency is Paramount, addresses the idea of citizenship vs digital citizenship. This is important because it provides evidence of the ability I’ve gained in this program to think in a systems minded way, tying common understandings, expectations, and access to teacher empowerment.