I have recently completed a couple of readings about equity. I was surprised about where they took my thinking.
Expected ‘learning’: Equity comes up when discussing physical access to technology.
It is worth doing at least one of the readings for yourselves. I would start with Jenkins (2006). It is well written and practical. These are very brief summaries of my (possibly incorrect) learning. Take on board with caution!
- Equity in the context of technology is far broader than simple access to technology. It includes the technical skills necessary to engage with the technology, and how it is engaged with. Is the technology used to actively participate? If not, someone who used tech to actively participate, but who had very restricted access to technology could be potentially better off in the future than someone who has limitless technology in their hands, but does not actively participate with it.
- The ‘digital divide’ which some relegate to the nineties is still alive and kicking.
- Multi tasking and youths ‘limited attention span’ can be more prudent and beneficial than it would appear.
Antonio, A., & Tuffley, D. (2014). The Gender Digital Divide in Developing Countries. Future Internet, 6(4), 673-687.
Jenkins, H. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Available at: http://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF
Kularski, C., & Moller, S. (2012). The digital divide as a continuation of traditional systems of inequality. Sociology, 5151, 1–23. Available at: http://papers.cmkularski.net/20121214-2699.pdf
Selwyn, N., & Facer, K. (2007). Beyond the digital divide: Rethinking digital inclusion for the twenty-first century. Bristol: Futurelab. Available at: http://archive.futurelab.org.uk/resources/documents/opening_education/Digital_Divide.pdf
Hargittai, E., & Walejko, G. (2008). The Participation Divide: Content Creation and Sharing in the Digital Age. Information, Communication & Society, 11(2), 239-256.
Selwyn, N. (2015). Data entry: Towards the critical study of digital data and education. Learning, Media and technology, 40(1), 64-82.