ISTE has a wonderful template of the digital age learner. It works for those students lucky enough to be in the right environment, the right school, and with a teacher who is looking toward the future with academic support of new technology.
Here is the template. It is gorgeous. Get it for your school, for your community and for those who are interested in helping to create digital age learners.
The 2016 ISTE Standards for Students emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world. The standards are designed for use by educators across the curriculum, with every age student, with a goal of cultivating these skills throughout a student’s academic career. Both students and teachers will be responsible for achieving foundational technology skills to fully apply the standards. The reward, however, will be educators who skillfully mentor and inspire students to amplify learning with technology and challenge them to be agents of their own learning.
This is an amazing document that should be shared and given to school boards, community activist, informal education teachers, and parents. I have a powerpoint that explains all of these. How do we make the change to help “all students ” to have these skills and qualities?
Many schools and communities are in denial about their state of technology . I live in Washington DC, and I heard the CTO of the city say that all of our students are being well served. This was at an IoT conference with global citizens. I didn’t know what to do or say. I assume that what she said , is what she was told by the school system in DC.
We the people, we the public, we the teachers need to be confrontational about the lack of those who are digitally denied.
We the teachers ,need to be educated toward the transformative policies that ISTE has shared. There are too many people who misunderstand. They think that all students are being well served.
On December 13, Free Press published Digital Denied: The Impact of Systemic Racial Discrimination on Home-Internet Adoption. The report, written by Free Press Research Director S. Derek Turner, examines the racial divide in home-internet adoption and exposes how structural racial discrimination contributes to it. Below is an edited summary of the report written by Dana Floberg — Free Press’ C. Edwin Baker fellow — and reprinted with permission.
Internet access is a necessity for engaging in our communities, searching for employment and seeking out educational opportunities — but too many people are still stuck on the wrong side of the digital divide. And that divide disproportionately impacts people of color.
Indeed, the racial divide in home-internet adoption — including both wired and wireless service — leaves people of color behind the digital curve. People of color comprise 32 million of the 69 million people in the United States who lack any form of home-internet access. Free Press research exposes this undeniable gap and explains how structural racial discrimination contributes to it.
Systemic discrimination creates serious income inequality in this country. Whites have far higher average incomes than Blacks or Latinos. Low-income families are less able and willing to buy internet subscriptions. And many families who are willing to pay for service find they can’t due to racially biased barriers like credit scoring. Given how stark racial and ethnic income discrepancies are, it’s no surprise that people of color lag behind in internet adoption.
Income differences explain some of the racial divide, but not all of it.
U.S. Census data on income and internet adoption paint a clear picture:
- 49 percent of households with incomes below $20,000 have wired or wireless internet, but nearly 90 percent of households with incomes above $100,000 do.
- 81 percent of Whites have home-internet access, compared to 70 percent of Hispanics and 68 percent of Blacks.
Free Press’ report demonstrates that the racial-adoption gap persists even after we account for differences in income and a host of other demographic factors. For example, there is a divide between people who are in the same income brackets but in different racial or ethnic groups. The gap is widest for people earning less than $20,000: Fifty-eight percent of Whites in this group have some form of home internet, compared to just 51 percent of Hispanics and 50 percent of Blacks.
There is research that tells us how to reach and teach the students. It is here.
There are students who are of tribal, rural, distant and urban areas who are affected. They are all kinds and all colors. Years ago, when the National Information Infrastructure Advisory Council formed policy ( Kickstart) we acknowledged these areas of difficulty and sought to solve the problems. Politics has gotten in the way sometimes.
There are other sources , such as that of the George Lucas Educational Foundation that give examples of what helps and what hinders. Here is a special set of blogs on the topic.
Research and templates inform. We the public need to hold the school systems and communities to the standards so that all children benefit from the uses and skills enabling them to be digital citizens . But parents may not know or understand the uses of technology well.
. In a round table discussion with people who are in charge of learning places, museums and outreach at the Center for Cyberlearning Conference a remarkable thing happened . We broke down the silos and talked face to face about how to involve students in learning in places that are not school. Transportation and time are issues. Teachers do not often know the offerings of the local museums nor interact with the people who staff workshops and outreach.
The Power of Us 