Journal 3: Social Justice - Choice or Necessity?

Swain, Colleen and Edyburn, David. “Social Justice: Choice or Necessity?” Learning & Leading with Technology. March 2007.

Since we live in a global, technological, and information-based society, it is no longer acceptable for students to merely have access to instructional technology; students must be technologically fluent and be able to use technology to solve problems. Without these abilities, students are at a disadvantage for future educational and employment opportunities. In 1992, it was estimated that at least 80% of all jobs in the next two decades would require technological fluency. We are almost at the end of that prediction, indicating that people without technological skills are forced to take low-paying jobs with limited potential for advancement.

Social justice is not always equitable among students. Some students are allowed more computer time than others, some students are not given the opportunity to use technological applications for problem solving and simulation while others are, some students are only given assignments to work on “vocational” skills such as keyboarding while others use the computers for more advanced problem solving. By setting up unequal technological opportunities and environments, not all students are educated to become technologically fluent.

1. When is technology equitably implemented?

Technology is equally implemented when it is available; used in ways that reflect real-world application of interest, complexity, and power; used routinely; used to enhance learning opportunities for all students; and is used to monitor teacher/students progress over time.

2. What are good resources for using technology effectively?

To search for digital resources, it is recommended to search through The Digital Equity Portal and Toolkit. As new technology becomes available, it is important for instructors to evaluate how the resource will allow students to learn the concept deeply, enhance higher-order thinking opportunities, present knowledge in ways that mesh with strengths, and further educational and future workplace opportunities. Assistive technologies should be used to help students with learning disabilities or students with special needs.