EdTech Philosophy/objectives

EdTech Philosophy/Objectives

    As a social work student, I aspire to use information and communications technology (ICT) to enhance the delivery of information and essential services to underserved communities and individuals in Nevada. The gap between those with access to ICT and the Internet and those without is widening (the digital divide). Digital connectivity has become increasingly important for accessing goods and services, individual well-being, and basic human interaction. Access to the basic human requirements of housing, food, social services, and healthcare is increasingly reliant upon ICT and digital connectivity. ICT and digital connectivity can be costly. Many people are unable to engage in social interactions due to limited financial resources, prioritizing food and shelter over digital connectivity. The U.S. Census Bureau (2021) and National Telecommunications and Information Administration estimate that about 12% of Americans live in households without Internet access, including fixed or mobile/cellular. How do we engage these persons so that they, too, can participate in our connected society? That is the challenge that led me to enroll in GRAD 704, whose course description is “basics of course design, pedagogy, and the effective integration of technology in teaching and learning.”

    My EdTech objective is simple: every person should be afforded reliable access to ICT and digital connectivity. The challenge is how to achieve this aspirational but urgent goal with finite resources and budgetary headwinds. When I prepared my initial EdTech philosophy statement during the first week of GRAD 704, I was painfully naive and uninformed about available technologies. Though I have much to learn about available and helpful technologies, my concern about people being left behind technologically has only increased. I am concerned about a burgeoning technocracy that will leave persons in lower socioeconomic strata and rural areas irreparably behind. The emergence of a technological underclass. 

    The solution is not to provide Internet service and ICT to everyone, which would be prohibitively expensive and politically untenable. The marriage of community collaborations, the use of existing resources, and education is the key. Community outreach is needed to assess and identify individuals and populations without Internet access or ICT access due to financial constraints or service unavailability. Satellite-enabled Internet connectivity could be promoted to financially capable, previously disconnected, remote rural populations. Under-resourced individuals would be identified for possible grants and ICT provision through existing social programs.  Persons previously disconnected from digital technologies will require education on ICT as a powerful tool for accessing healthcare, community services, and interpersonal connections. Collaboration among community organizations, local municipalities, and federal and state agencies is needed to facilitate community outreach and to prioritize the allocation of existing funds to connect low-income Nevadans to the Internet. Although public funding is limited, ICT and Internet connectivity are also available at public libraries, community centers, churches, and social service providers. 

     Education will be essential to demystify the use of digital technologies for the new adopters. Public forums, community seminars, and workshops demonstrating the use of technology to a wide variety of new users would be necessary. EdTech would be used to convey information to persons with different learning styles and languages (see Implementation #2). Such educational forums could be expanded to include instruction on various public interest topics identified by the new adopters. 

    Technology will be required to teach technology. A thin ICT infrastructure already exists in the form of public libraries, churches, community centers, and schools, where people without digital access can be taught to use technology for their personal benefit. Tutors or mentors, including librarians, church and community volunteers, and students, exist and can be trained to teach with and about technology. Presented appropriately, technology can be an effective tool for actively engaging and collaborating with students/audiences on topics of interest. That was my objective in enrolling in GRAD 704. EdTech can augment instruction, enhancing the effectiveness of real-time, interpersonal interaction and dialogue between the instructor/facilitator and each student. Student learning and retention of the information to be conveyed are my fundamental benchmarks. I hope to learn techniques for presenting new concepts and information in memorable, pertinent, and student/audience-focused ways. On a more basic level, I also hope to learn about course/seminar design and educational pedagogy.

    My biggest “worries” about technology are selecting the most impactful platforms/tools to engage audiences and staying current with ever-evolving developments. An equally significant concern is selecting appropriate technologies that are both relevant and accessible to community members with varying educational backgrounds and financial means. My ultimate target audience(s) as a social worker will be individuals, community organizations, and social service providers. Unlike most university students, a percentage of my potential clients and target audience may not have access to smart devices (mobile phones, tablets, computers, etc.) or the Internet. As a largely rural state, many of the Nevadans I hope to reach as a social worker may require hardware, Internet connectivity, and training. I hope that technology will enable me to reach, engage, and effectively communicate with broader community audiences, both in person and virtually.