Journal #6

Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn

In this article, Swain and Edyburn break down social justice to the level of instructional technology. It is interesting that although students of today must be able to fluently use technology, namely computers to get ahead in their future education and employment. However, existing framework only allows for the access to technology in school (for example limited computer lab time and standardized testing on the computer), not enough instruction to produce effective users of technology. More than this is in the instances when teachers do not allow for equal hands on time for all students or assigning students activities based on achievement scores (practicing “vocational” skills vs “advanced problem solving” skills). These are examples of social injustices in technology instruction. To correct these social injustices, Swain and Edyburn give several suggestions such as ways of improving classroom access to technology, using the resources you have gained effectively, and reflecting on the use of technology and the meaningful interactions the students have.

1. What are some ways to ensure that technology is equitably implemented?
Technology can be equitably implemented when it is made readily available to students and they use in routinely. It is important that all students use technology to enhance learning opportunities and in ways that reflect real-world applications.

2. What are some resources to help teachers gain access to technology for their classrooms and close the digital divide?
There are ways for schools to get discounted computers, new or refurbished, as well as many resources to get free or open source software. A great resource to help with this along with how to make instructional technology a regular part of the classroom, is the free Digital Equity Portal and Toolkit (http://digitalequity.edreform.net).