{"id":671,"date":"2019-04-27T15:01:40","date_gmt":"2019-04-27T15:01:40","guid":{"rendered":"http:\/\/web.colby.edu\/achievementgap\/?p=671"},"modified":"2019-04-27T15:01:40","modified_gmt":"2019-04-27T15:01:40","slug":"technology-in-the-classroom-hacking-the-gap","status":"publish","type":"post","link":"https:\/\/web.colby.edu\/achievementgap\/2019\/04\/27\/technology-in-the-classroom-hacking-the-gap\/","title":{"rendered":"Technology in the Classroom: Hacking the Gap"},"content":{"rendered":"

The publication of the Coleman Report in 1966 was the first time that widespread attention focused on learning disparities between demographic groups in the American education system. \u00a0Since then, the development of technology has led to an expansion of its classroom use, but it has also shown a new achievement gap growing in the area of technology.<\/span><\/p>\n

According to an article from Chalkbeat.org<\/a>, the National Assessment of Educational Progress (NAEP) in 2014 tested for \u201ctechnology and engineering literacy\u201d of which only 43% of students received proficient scores. When the results are categorized by demographics, a visible technology achievement gap appears. Low income students scored 28 points lower than more affluent families. 56% of white students scored at a proficient level compared to just 18% of black students. <\/span>Nearly two thirds of students said that they mainly learn about technology from their families, whereas only 13 percent of students said that their teachers were their top source of technology learning. This puts students with decreased access to technology at home at a significant disadvantage.<\/span><\/p>\n

This issue is highlighted in an article from Stanford\u2019s Graduate School of Education<\/a>. Research found that low income students and students of color are less likely to have computers at home and use the internet. \u201cTeachers in high-poverty schools were more than twice likely (56 percent versus 21 percent) to say that their students\u2019 lack of access to technology was a challenge in their classrooms.\u201d As a result, a significant concern arises when tech-based homework is assigned. The article notes that only 3 percent of teachers in high-poverty schools find that their students have the digital access necessary to work on homework assignments, whereas teachers in more affluent schools report that 52% of their students have the digital tool required for schoolwork.<\/span><\/p>\n

Lack of access to technology outside the classroom creates a clear barrier to learning. The research done by Stanford has shown that, \u201c<\/span>Teachers in high poverty schools were over 30% more likely than teachers from low poverty schools to say that their students\u2019 lack of technology access hinders learning in the classrooms.\u201d The growth of technology in education has created a new area of the achievement gap.<\/span><\/p>\n

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Source: (Darling-Hammond, Zielezinski, & Goldman, 2014)<\/p><\/div>\n

Fighting this new technological achievement gap can be done through the proper application of technology in the classroom and in the home. Digital equity<\/a>, which is providing students with equal access to technology, results in similar performance rates from low income and high income students<\/span>. However, it is not enough to just increase access to technology. It must be implemented effectively.<\/span><\/p>\n

Specifically, three main approaches have been proposed<\/a> to help at-risk students with successful digital use: interactive learning, use of technology to explore, and a blend of teachers and technology (<\/span>extension of Stanford<\/span>).<\/span><\/p>\n