Entry 1: Rethinking Digital Equity

Date: May 11, 2025

Quotation: "Access to the Internet alone does not guarantee meaningful or equitable use, especially when factors like parental involvement or digital skills are limited" (Chen, 2015, p. 14).
Reference:
Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology, 41(3), 1–23. https://www.cjlt.ca/index.php/cjlt/article/view/26970/19878

Why I Included This:
This article reshaped my understanding of digital equity. As a LINC teacher, I’ve always assumed that providing access to devices and internet was enough. However, Chen’s distinction between basic access and the ability to meaningfully use these technologies pushed me to reconsider how I structure digital learning in my classroom. Many of my learners own smartphones or tablets, but that doesn’t necessarily translate into digital literacy. Logging into platforms, navigating apps, or even using email can be major barriers.

What stood out most is how Chen expanded the definition of equity beyond infrastructure. Digital literacy isn’t just a technical skill; it’s cultural and contextual. My students may not have had consistent schooling before arriving in Canada, so unfamiliar interfaces or complex login steps can create immediate exclusion. Since reflecting on this, I’ve started embedding simple tech tutorials and peer support structures within our Avenue platform activities.

To expand this reflection further, I explored a TEDx Talk by Nadia Lopez titled Why Open a School? To Close a Prison (TEDx Talks, 2015). Lopez emphasizes that technology must serve a purpose that uplifts and includes, particularly in marginalized communities. Her emphasis on access with intent resonated with me—it reinforced that offering tools is not enough. We need to empower learners to use them meaningfully and with confidence. I also found the visual below (see attached image) that contrasts equal and equitable access. It reminded me that equity involves designing supports based on real, not assumed, needs.

Looking ahead, one strategy teachers might implement is creating short multilingual video walkthroughs that introduce common digital tasks like logging into Avenue, uploading files, or using Zoom features. These resources could be accessible on demand, allowing students to review as needed and reducing pressure during live sessions. Teachers could also collaborate to develop a shared hub of basic digital literacy modules, co-created with input from learners to ensure cultural and language inclusivity.. This proactive support ensures students don’t fall behind because of tech barriers.

This entry now deepens my understanding of equity in digital spaces by pointing toward practical, inclusive strategies that address learners’ real needs—helping move beyond access alone toward long-term, culturally responsive digital empowerment.

Additional Reference:
TEDx Talks. (2015, April 22). Why open a school? To close a prison | Nadia Lopez | TEDx. https://www.youtube.com/watch?v=JvYvEEw9u9Y