My Digital Footprint and Digital Citizenship

There have been several times in my life where I have realized the impact of our digital world, in particular my digital dossier.

• When I went to get my first credit card, I was denied.  Not because of lack of income but because of too much debt.  Upon investigation, I discovered that I had credit cards from when I was 2.  
• I don't go to doctors often but about 10 years ago I went to an urgent care office.  Then I needed to go to a different doctor, maybe 2 years ago.  When I was giving the receptionist my information, she pulled up my records from my visit some 8 years prior.  These doctor's offices were unrelated but share a medical database.
• I purchased a copier from Best Buy in SC and had owned it for approximately 3 years.  I went to a scrapbook conference in NC and left my plug at home.  I went to Best Buy to buy a plug.  The associate told me they didn't sell just the cord, to buy another printer, use the cord, then when I was done return the new printer when I got home to SC.  OK.  I did that.  When the associate in SC pulled up my history, she told me I couldn't return it because the only printer they had on record was the one purchased 3 years ago - they still had record of this purchase!  After a few minutes, she found the purchase made in NC and returned the printer, no problem.
• Now with Facebook, I get friended by people I haven't spoken with in many, many years.

I know my digital dossier started long before the craze of our current technology and I know the implications it can have, even more so with social media sites now.  I homeschool my 5 children.  All except my youngest has a Facebook account.  They use if for game play mostly, except for my 2nd daughter who posts and reads other's posts.  The games are the original reason my children got accounts.  My children play many online games, chat with their friends over Steam and Skype.  We got "ddosed" the other day.  I had never heard of this.  According to Webopedia , "A DoS attack (Denial of Service) typically uses one computer and one internet connection to flood a targeted resource or system" (Beal, n.d.).  In other words, someone sends tons of data through to your IP address and it blocks you from the internet.  My 2nd son was trading items with this person on a video game and they were Skyping.  This person threatened my son, if my son didn't give him all his items he would ddos him.  My son didn't give the items.  This person sent a warning shot of 5 minutes and we were without internet.  He came back on and again demanded all his items, my son refused.  He ddosed us again, saying it would be 3 months before we would be able to get our internet.  I didn't know anything about ddosing and questioned the ability of a person to do this but he did.  I contacted ATT and they sent us a new router with a new IP address to get around this ddosing.  We have reported this player to the video game and Skype.  This incident led to yet another conversation about digital citizenship.

Our family is online often.  My kids have played several online games including Webkinz, Magic 101, Team Fortress, Lord of the Rings, Poptropica, Club Penguin and others.  We've talked about the importance of not sharing private information and what is considered private information.  If your family is online, it's important for families - parents and children alike - to know about digital citizenship, what information is okay to share, what pictures are okay, etc.  A friend of mine shared a picture of her toddler's passport the other day, she had blocked most of his information but I still advised her to remove the post, which she did.  As teachers we need to reinforce the concept of digital citizenship.  The International Society for Technology in Education (ISTE) teacher standard states:

• Advocate, model and teach safe legal and ethical use of digital information and technology, including respect for copyright, intellectual property and the appropriate documentation of sources
• Address the diverse needs of all students by using learner-centered strategies providing equitable access to appropriate digital tools and resources
• Promote and model digital etiquette and responsible social interactions related to the use of technology and information
• Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools (ISTE, 2008).

The question is when?  Is your child on the internet?  If yes, then it's time to discuss digital citizenship.  Are they about to be introduced to the internet, then it's time.  "Digital citizenship covers nine themes and is broken down into three main areas called REPs: Respect, Educate and Protect

• Respect yourself/respect others consists of etiquette, access and law
• Educate yourself/connect with others consists of communication, literacy, and commerce.
• Protect yourself/protect others consists of rights and responsibilities, safety (security), and health and welfare (SNHU, 2016).

Essentially it's taking good citizenship guidelines and applying them to online and technology use.  If you wouldn't tell someone at the park or the mall information about yourself or your family, then don't tell someone online.  If you wouldn't do or say something to someone in person, don't do it online.  RESPECT others.  Digital citizenship is about being respectful and should be discussed whenever a person is online.  There are many adults who need lessons in digital citizenship and I'd like to think it's because they haven't grown up understanding their digital dossier.  Hopefully, we can educate our students on digital citizenship and the impact of their digital dossier.

Beal, V.  (n.d.).  DDos attack - distributed denial of service.  Retrieved from http://www.webopedia.com/TERM/D/DDoS_attack.html

International Society of Technology in Education.  (2008).  Standards for teachers.  Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Southern New Hampshire University.  (2016).  Module two:  Digital citizenship.  Retrieved from https://bb.snhu.edu/bbcswebdav/pid-10652031-dt-content-rid-28211351_1/courses/EDU-642NC-16TW3-MASTER/EDU-642-14TW2-MASTER_ImportedContent_20131105031557/edu_642nc_m2_overview.pdf

Reflection on Technology Integration Specialist

The use of technology receives different reception, some positive and some negative.  Most people use some form of technology in their everyday lives - smartphones, computers, navigators, communication, collaboration, social media, email, reading, entertainment, money transfers, surveillance, medical care, transportation, calendars and numerous other reasons.  However, when it comes to our children there are articles, blogs, books, and discussions about the dangers of technology and the need to limit the use of technology.  This seems to be another instance of "do as I say, not as I do."  Adults can use technology but let's limit what our children use.  This limiting of technology includes limiting the educational value of technology.  The technology integration specialist has to work with parents, teachers, administrators, and school boards some of which support technology in the classroom, some who don't, some who don't understand, some who are excited to learn and some who are unwilling to learn.  In order to meet all the concerns and needs of the variety of people a technology integration specialist works with, they need to be helpful, understanding, creative, innovative, autodidactic, a communicator, a collaborator, a teacher, and a leader - the role of technology integration specialist certainly wears many hats.

An important aspect towards getting more integration and acceptance in education is education. "There are teachers who fully embrace technology integration and work diligently to incorporate and integrate technology into each and every lesson" and "There are also those teachers who began teaching before the technology wave and the advent of the twenty-first-century learner.  They often feel as though their lessons stand on their own, have proven successful, and do not need the addition of any technological aids" (SNHU, 2015).  Each of these teachers needs a technology specialist who can meet their needs.  The teacher who wants to incorporate technology needs a specialist who can direct them to sites, tools, apps or programs which will facilitate their needs.  Those who are reluctant need a specialist who can show them the benefits of technology to them and their students, to help them achieve to their fullest potential.  Technology specialist need to know their population, to anticipate their needs and to be a liaison between the administration and teachers to direct professional development seminars and in-services.  A major barrier towards integrating technology is "the issue of preparedness of teachers to respond to the influx of technology resources, and of schools to keep up with the mechanical functioning and maintenance of equipment . . . Further, many teachers had not prepared to utilize technology in their teacher preparation programs" (Staples, Pugach & Himes, 2005).  I have talked with other teachers about technology use in their classrooms and the profession development available.  One theme is re-occurring about the professional development:  it's not linked to their teaching.  Accurate, directed professional development is crucial in the schools towards integration of technology.

"As teachers explore the process of technology integration and search for ways that it can be effectively accomplished, they will develop the rationale to examine the appropriateness of the technologies they are using and whether such technologies are compatible with their lesson plans and learning outcome.  The process of exploring the relationship between technology induction and pedagogy will encourage critical thinking on the other part of teacher as they practice technology integration" (Okojie, Olinzock, & Okojie-Boulder, 2015).  Technology used for teaching and learning should be considered an integral part of instruction and not just as an object of technology exclusive of learning.  Teachers need to see technology as part of a necessary foundation and fluid part of the classroom environment in order to implement technology more effectively and successfully in the classroom.

SNHU.  (2015).  Module one:  The role of the technology integrator.  Retrieved from https://bb.snhu.edu/bbcswebdav/pid-9585145-dt-content-rid-24306458_1/courses/EDU-641NC-16TW2-MASTER/EDU-641-14TW4-MASTER/edu_641_module1_overview.pdf

Staples, A., Pugach, M, & Himes, D.  (2005).  Rethinking the technology integration challenge:  Cases from three urban elementary schools.  Retrieved from http://files.eric.ed.gov/fulltext/EJ690973.pdf

Okojie, M., Olinzock., & Okojie-Boulder, T. (2015).  The pedagogy of technology integration.  Retrieved from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html

Reflection of Integrating Technology II

As a homeschooler, we use technology daily and for many different reasons.  It's is a fluent and fluid part of our learning.  We live in an affluent area and the schools here are considered desirable and in the top rankings for SC.  Through this class and the others I have taken, I was amazed at the lack of technology available in our local schools.  I have talked with other public schooled kids and found the same lack at many of the area schools.  There are some districts that have 1:1 Chromebooks or iPads but many of these students I talked to said they use them to do research, write papers and read their text books.  With the incredible web 2.0 tools available, the students and teachers I spoke with never use the majority of them beyond the basics.  Teachers I spoke with had never heard of some of the tools I asked about.  "School systems are known for being glacially slow at adapting to change.  Although school systems may be delayed, it does not mean that the classroom or the individual instructor needs to be, especially when it relates to the adoption of technology within the classroom" (SNHU, 2015).  This statement suggest teachers take an active role in implementing technology in the classroom but how are they to do this without computers?  The teachers I spoke with would love to integrate technology but aren't able to because they don't have the tools.  The tools they do have are often breaking down and there is only 1 IT specialist shared among the schools.  They aren't receiving support, encouragement, professional development or equipment to be able to incorporate technology into their lessons.

Through this class I learned about new web 2.0 tools that I look forward to introducing to my students and to other homeschoolers.  I'm hoping to be able to set up some of these tools like Skype in the Classroom and Edmodo to connect with other homeschoolers locally and from other regions.  I would like to be able to take this knowledge into the local public school classrooms, as well, maybe as an integration specialist.  I want to continue my learning of the available tools and help teachers implement technology into their lesson.  Technology use in the classroom is critical in the students attaining those essential 21st century skills.  This class has helped me see the process through which change and implementation can occur in a school using the key elements of planning, implementation, and follow-up (Meltzer, 2012).  Through this class, I have become more aware of the importance of specialized professional development.  Teachers need pointed professional development with follow up.  "In order for professional development to influence instruction and have an impact on school reform, teachers must be both using their new skills and building on these skills" (Meltzer, 2012).   We will know whether this is occurring through follow-up where we revisit the goals and expected outcomes, review evaluations and by observing teachers using the tools.  Teachers are learners and the process of learning to implement technology into lessons can be a huge task depending on the teacher's knowledge base.  It is important to continue to perfect the craft of technology integration because technology is ever changing with updated and new computers or tablets, apps and software are being introduced continuously and the web is ever evolving.  "AS a technology integrator, keeping up with evolving technology, staying on top of changes in the educational landscape, and maintaining relationships among the school community must be a continually evolving process" (SNHU, 2015).

SNHU.  (2015).  Module ten:  Perfecting the craft.  Retrieved from https://bb.snhu.edu/bbcswebdav/pid-9585224-dt-content-rid-24306455_1/courses/EDU-641NC-16TW2-MASTER/EDU-641-14TW4-MASTER/edu_641_module10_overview.pdf

Meltzer, S.  (2012).  Step-by-step professional development in technology.  Larchmont, NY: Eye on Education.

Teacher Technology Survey

I created a technology survey for teachers to determine how they use technology in their classroom, their comfort level with the hardware, software and Web 2.0 tools they use, how often they use technology in the classroom, and what they want to do to increase their use of technology.  I asked information to determine their levels of personal use that can be applied to and built upon in the classroom.  I included several options of technology tools especially web 2.0 tools to see not only what teachers use but to see their awareness of tools available.  I sent this survey to 3 teachers, a 2nd grade teacher teaching 11-20 years, a 7th grade teacher teaching 2-5 years and a 11th grade teacher teaching 11-20 years.  Personally, these teachers use technology in a variety of ways.  The 2nd and 7th grade teachers use the most technology at home using their laptops for a variety of reasons:  Pinterest, Facebook, email, scrapbooking, digital photography, Twitter, Linkln, Youtube, online learning classes, research and other ways.  The 11th grade teacher uses very little technology personally, mainly email, Facebook, and digital photography.  The 2nd grade teacher uses Apple products and the 7th and 11th grade teachers use Windows based computers with the 7th grade teacher also using an iPad.

Each teacher expressed concerns that there were not sufficient computers available for in-class use but the middle school is about to introduce 1:1 Chromebooks.  There is currently 1 IT specialist shared among the schools who is focused on technical issues.  The elementary school and high school both have computer labs.  The elementary students attend this once a week as a special area.  The 2nd grade teacher states they students play education games and learn typing.  The high school has an elective class for students to learn computer skills.  Each teacher stated the need for technology based professional development training and that they would like to improve their technology use in the classroom.

The lack of computer equipment available for each teacher severely limits their use of technology in their classroom.  None of the teachers currently use web 2.0 tools.  They each use emails to send out information to parents but it is limited to 1-2 per month.  The each have a website through the school that was set up at the beginning of the school year with basic information.  The 2nd grade teacher maintains a Facebook page and an active blog through the school website where she updates frequently about classroom activities.  Though active with her personal social media use, the 7th grade teacher does not maintain any social media or blogs for her classes.  The 11th grade teacher does not maintain any social media or blogs.  Each teacher has an interactive whiteboard but it is used predominately as a chalkboard which is linked with the curriculum.  The interactive whiteboard is set up with the activities in the curriculum so the teachers can work problems or have discussions based on what is in the text books.

Each school has internet access but it is extremely slow and restricted allowing for no social media, Youtube and many other site access.  The teachers agree that the technology use is essential for our students success but feel their hands are tied as to how to use it in their classrooms with the lack of tools.  The are all willing and desiring of more professional development on how to integrate technology into their lessons but do need more computers to make this happen.  One suggestion was to add IT staff so that each school has their own IT specialist to focus on technical issues but to also add one for each school who would specialize in integrating technology into lessons.  The 7th grade teacher is excited to add Chromebooks for their students but still feels they have not be given ample training on how to effectively use them in the classroom.

Teacher survey:  http://goo.gl/forms/n8KzDvqvJ9

BYOD Pros and Cons

There are many challenges in education but one of the top ones is funding.  Another focus in today's education is 21st century learning and technology.  21st century skills include the 4Cs - communication, collaboration, critical thinking, and creativity and using 21st century tools.  These are key skills students need to succeed in college, life and in the work force.  Today we need to, "take advantage of new learning tools to ensure that our children's learning is practical and prepares them for the challenges of the 21st century" (Making, 2012).  How do we take advantage of these wonderful technological resources which are expensive to implement school wide when funding is an issue?  Many schools have started a Bring Your Own Device or Technology, BYOD or BYOT, programs.  "'BYOD' policies are a cost-effective way for schools to bring technology into the classroom.  Simply put, it's a way for schools to get closer to a 1:1 technology program without the cost involved" (Suzanne, 2013).  This sounds like a simple solution - everyone bring their own device, we'll enhance our lessons with technology and we'll facilitate the 4Cs.  But wait a minute, is it that simple?  There are many questions a school or district will need to address before implementing a BYOD policy.

• What age is a BYOD program appropriate for?
• What infrastructure does the school need to support this policy?
• What types of devices can students bring to school?
• What platform works best with the network configuration?
• Is the SIS (student information system) mobil-ready or multiplatform?
• Is the LMS (learning management system) mobil-ready or multiplatform?
• What are the consequences of students not using their devices appropriately?
• What are school policies on device and internet usage?
• How are we or who is going to train teachers, parents and administrators to use all these devices and on etiquette and responsible use policies?
• What are the school's, students' and parents' responsibilities and liabilities?
• What about those students who don't have devices?
• What about the inequalities that will be prevalent in varying student devices?

Several of these questions can be addressed with an appropriate acceptable use policy which would address responsibilities and liabilities, consequences of inappropriate use, acceptable devices, authorized users, and digital citizenship.  Knowing which platforms work best and whether the SIS and LMS are mobile friendly or multiplatform would be critical to know and inform parents so they can make an informed decision on which devices to provide for their student(s).  Having at least one technology integration specialist on staff would be crucial for schools to assist teachers, administrators and parents on how to use the varying devices to make the most of the educational resources, apps and tools available.

Why should schools implement a BYOD program into their schools?

• Students can take control of their learning on a device they know and are already comfortable using.
• Students bringing their own device frees up funding for schools to be able to provide funding for technology for students who need it.
• Digital literacy and digital citizenship are components of 21st century skills and students will be engaging in learning these skills with assistance of teachers and staff.
• A BYOD program would allow for more individualized learning.
• A BYOD program would allow for a flipped classrooms where students watch video at home and come into class to work on projects or exercises and the teacher is able to focus on those students who need more assistance.
• Students can take notes directly on their device and keep everything in one location for better organization.
• Students love technology and a BYOD program allows them to be more interactive and tuned into learning.
• Everyone is a trouble shooter in a BYOD environment and trouble shooting is a higher order thinking skill.

Why should schools NOT implement a BYOD program?

• It may be more challenging for the IT department to effectively manage the bandwidth allowing for all devices to be connected.
• Students bringing in their own devices could lead to more divisions among students.
• Students may be more distracted using their own devices and use them inappropriately to play games, text or post to social media sites.
• Teachers will need a greater base of knowledge to address possible issues with the varying devices.

An important goal of education is to provide students and staff with the tools they need and today thats tools to facilitate skills for the 21st century.  Technology is here.  It's a must in the classroom and many schools cannot afford to provide devices for students.  It's time schools stop banning technology and embrace it's usefulness in empowering student learning.  "The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement" (Making, 2012).  With appropriate policies and planning, schools can overcome the reasons not to have a BYOD program, it's not a program just to cut costs but to enhance student learning and engagement and to prepare them for the 21st century world.

Making progress:  Rethinking state and school district policies concerning mobile technologies and social media.  (2012).  Retrieved from https://cdn-files.nsba.org/s3fs-public/reports/MakingProgress.pdf?0TcR_Fscnonb6ASI92tb1_6F6_iCA0SH

Suzanne.  (2013).  Five pros and cons of BYOD in education.  Retrieved from http://blog.tophat.com/5-pros-and-cons-of-byod-in-education/

Technology Reflection

Technology integration can be an incredible asset to the classroom but like everything else it needs to be used "properly." Simply using technology does not increase the interactivity, enhance the learning experience or allow students to learn and use 21st century skills. If teachers are using their Smartboards as glorified blackboards neither teacher nor students are benefiting from the technology. When deciding to whether or not to include technology the teacher must decided whether or not technology would enhance the lesson and what technology would best suit the task. "Whereas the selective, thoughtful use of technology can deepen students' understanding and increase their engagement , the use of technology for technology's sake can distract students from your instructional objectives" (Technology, n.d.). Another aspect a teacher must take into account is the classroom technology configuration. "The following are possible technology configurations that might exist in schools today: the teacher has one computer and possibly a projector; there are a bank of computers for students in each class; or iPad carts, BYOD (bring your own device), separate computer labs, and computers on wheels (COW) - a cart of computers for student use that can be rolled from classroom to classroom - are utilized" (SNHU, 2015). There are challenges to most configurations a teacher could face in the classroom but even with only 1 computer available there are ways to incorporate Bloom's taxonomy and integrating technology into classroom learning which will enhance lessons and teach students 21st century learning skills. With only 1 computer teachers can use it in the following ways:

• Presentation tool
• Game show host
• Competition tool
• Learning center
• Computer as a peak activity
• Jigsaw Puzzle
• Students-Teacher
• Post Master
• Scavenger Hunt
• Tutor (Byrne, 2012)

Although one computer could seem to be restrictive there are creative ways teachers can incorporate technology into leaning. With each configuration there are ways for teachers to incorporate technology into their lesson that will enhance learning and embrace Bloom's taxonomy. Bloom's Taxonomy was created to promote higher order thinking skills starting at a base level of knowledge and progressing to comprehension, application, analysis, synthesis and finally evaluation. In 2001, Bloom's taxonomy was revised, it "replaces nouns with verbs and places emphasis on the process of creating by putting it on the top of the thinking continuum" (Everything, 2015). Then Andrew Churches combined technology and the revised Bloom's Taxonomy resulting in "digital Blooms Taxonomy" (Everything, 2015).

It is critical as teachers that we move from teaching base memorization and knowledge and facilitate students 21st century skills by moving towards higher order thinking skills. "The 21st Century teacher scaffolds the learning of students, building on a basis of knowledge recall and comprehension to use an apply skills' to analyze and evaluate process, outcomes and consequences, and to make, create and innovate" (Churches, 2009).

Although I believe technology is crucial for our students today, there many challenges teachers, schools and districts face when working to implement technology into the classroom. One of these challenges is financial. When budgeting for our assignment, I realized just how expensive it would be to outfit schools with up-to-date technology that will endure constant student use. In my own homeschooling learning environment, I face these challenges as well. Our computer is out of date but coming up with the funding to replace or add to what we have is difficult. As a school or district this challenge is enormous. I, myself, am an Apple user but Macs are more expensive. There are more reliable and much easier to use but expensive. Chromebooks are cheaper but not as functional. There are programs and games out there that are not Mac compatible and there are apps and programs that only work on Apple devices. Another option not addressed in our assignment was iPads which are more costly than Chromebooks but not as costly as iMacs and provide the reliability and durability of Apple products and allow for creativity and innovation in many Apple specific apps. As a administrator or school board it would be a difficult decision to make with much research to make a determination.

Technology Integration. (n.d.) Retrieved from http://www.learnnc.org/lp/pages/6673

SNHU. (2015). Module six: Creating a learning environment. Retrieved from https://bb.snhu.edu/webapps/blackboard/content/listContent.jsp?course_id=_71136_1&content_id=_9585190_1

Byrne, R. (2012). Tech alternatives for the one computer classroom. Retrieved from http://www.freetech4teachers.com/2012/07/tech-alternatives-for-one-computer.html#.VJg4Ll4DA

Everything teachers need to know about Bloom's Digital Taxonomy. (2015). Retrieved from http://www.educatorstechnology.com/2015/04/everything-teachers-need-to-know-about.html

Churches, A. (2009). Bloom's digital taxonomy. Retrieved from http://edorigami.wikispaces.com/file/view/bloom%27s%20Digital%20taxonomy%20v3.01.pdf/65720266/bloom%27s%20Digital%20taxonomy%20v3.01.pdf

Equal Access to the Digital World

 "Clearly, the desire to not deprive any child of a good, and equal, education is laudable, and represents the best of intentions. But in some cases, our good intentions can lead us to behaviors that are not in the best interests of all our students" (Prensky, 2009).

Students are not made the same - we have differently personalities, strengths, weaknesses, likes, dislikes, family, backgrounds, ethnicity, finances, and many other attributes.  These are the things that make us unique, who were are.  When we see all these differences, why do we then discount that and expect everyone to learn the same thing, at the same time, in the same way, with the same materials?  

The concept of equality has doesn't mean that everyone needs the exact same all the time.  Teachers are to provide equal access to education.  Equal access means different things to different people.  If a student is blind, providing her with the same book that everyone else is using would not be providing equal access.  This student is incapable of reading due to their blindness but providing the same book with braille or an text to speech device allows this student to gain access to the material to learn.  This seems to be an obvious example but becomes more challenging to see with different circumstances like a student with ADHD or autism or who leans in a different modality,style or intelligence.  Of course teachers can't possibly be expected to teach every student in their overpacked classroom to match their best learning modality, style or intelligence.  This would require a tremendous amount of work on the teacher's part every year to evaluate each and every student to determine their learning style or modality or need.  Then you take into account high-stakes testing, common core, No Child Left Behind, school-approved curriculums, the concept that all within this grade need to be learning the exact same thing, and a teacher feels overwhelmed and adding in trying to figure out each students learning style - there just isn't enough time.  Teachers would need to be preparing 20 individualized plans for each lesson taught.  This seems like an impossible task unless we look at teaching in a different light.  If we see the teacher as a facilitator rather than dictator.  Currently teachers are taught how to create lesson plans to be presented to the class as a whole but if we shifted from a teacher centered classroom to a student centered classroom, project based or Universal Design our options change and open up.  These concepts allow for more individualized learning stemming from the learner, creating more intrinsic motivation to learn.

How does this apply to technology?  Many schools are hampered in the technology field when they think of implementing technology tools, they look back to that one-size-fits-all situation from above.  All students must have the exact same iPad or Chromebook or whatever technology they plan to use, otherwise it's not equal for all students.  We need to look beyond that thinking, not everyone needs the same.  Many schools are using a bring you own device (BYOD) scenario.  This program means students bring what they have - their laptop, iPad, iPhone, droid phone, KindleFire or whatever device they have access too.  There are many free Web 2.0 tools that all devices can use. If instead of looking at the specific device we look to the internet to Google and it's many apps, WebQuests, Edmodo, VoiceThread, wikis, blogs, social media and other free Web 2.0 tools out there, our options open up tremendously.  If the majority of students have access to some sort of device then a school only needs to look towards providing for those students who don't have technology access.  Then class time needs to be devoted for these students and others to work with their devices to complete assignments.  Schools can be opened up before school, after school and weekend hours to allow those students who don't have access to the internet time use the internet and/or devices the school has available.

Let's look at a situation in reverse taken from Marc Persnky's (2009) article,
"29 of my students have a computer at home but one doesn't.  So I don't assign computer homework, because it wouldn't be fair to that one student."
So 28 students suffer because 1 doesn't have.  How is that fair to the 28 students?  Can we not figure out a way to help that 1 student get access to a device so all could benefit from technology use?
Back to the example of the blind student, should we not allow the other students in the class to use the text book because the 1 student can't read from the traditional text?


 "Clearly, the desire to not deprive any child of a good, and equal, education is laudable, and represents the best of intentions. But in some cases, our good intentions can lead us to behaviors that are not in the best interests of all our students" (Prensky, 2009).

Resource

Prensky, M. (2009, Jan.-Feb.).  Let's Be "Digital Multipliers" Eliminating the Digital Divide is Something Educators Can Do.  Educational Technology.  Retrieved on Aug. 16, 2014 from http://www.marcprensky.com/writing/Prensky-Lets_Be_Digital_Multipliers-ET-01-09.pdf