The document discusses technology inequities and their impact on learning for students from low-income backgrounds. It notes that not all students have access to technology at home, putting those from poorer families at a disadvantage. It also discusses challenges low-income schools face, like lack of resources and trained teachers. The document advocates for providing technology access and training teachers to use technology effectively to engage students and improve learning outcomes, especially for at-risk youth.

1. TECHNOLOGY
INEQUITIES
IMPACT ON
LEARNING
Rheanna Egli
Emporia State University
EL 810
Dr. Dobler
25 April 2016

2. INTRODUCTION
 Students in poverty should be able to learn at the same rate as
students who have access to technology within the home.
 Technology can advance children’s readiness for education, but not
all homes have Internet or electronic devises at their fingertips. This
leaves those children at a disadvantage.
 Within the classroom, it is a teacher’s job to shorten the gaps
between students who come from these varieties of backgrounds.
 Some low-income elementary schools are getting grants for
technology, but there is a difference between teaching children whom
have previous experiences with technology as to those with no
previous experience.

3. LOW-INCOME STATISTICS
 Challenges: inadequate access to technology, strict budgets, and
teachers without proper training on how to use technology
relevantly
 Urban districts are also exposed to greater concentrates of
poverty, racial and ethnic diversity, larger immigrant populations,
language diversity, and more frequent student mobility (Ahram,
Stembridge, Fergus, & Noguera, n.d.).
 Alliance for Excellent Education, (2014) states, “Low-income
teens and students of color are noticeably less likely to own
computers and use the Internet than their peers.”

4. LOW-INCOME STATISTICS CONT.
 OECD (2012) gives five recommendations to help disadvantaged
schools and students improve.
 strengthen and support school leadership
 stimulate a supportive environment for learning
 draw, support, and keep high quality teachers
 teachers should implement effective classroom learning strategies
 make it a priority to involve parents and the community with communication
with the school

5. WHY POVERTY?
 “Students from low socio-economic backgrounds are twice as
likely to be low performers, implying that personal or social
circumstances are obstacles to achieving their educational
potential. More educated people contribute to more democratic
societies and sustainable economies, and are less dependent on
public aid and less vulnerable to economic downturns” (OECD,
2012, p.9).
 Investing in children’s education during all levels (early, primary,
and secondary), particularly children from disadvantaged
backgrounds, is very economically efficient (OECD, 2012).

6. WHY TECHNOLOGY?
 There is growing evidence that supports the positive impact digital
technologies has on measurable learning outcomes. Underwood
(2009) gives four points supporting this evidence.
 There has been an increase in learner effectiveness/performance gains.
 Digital technologies have increased learner efficiency.
 It has created greater learner engagement and satisfaction in students.
 Students using digital technologies have more positive attitudes towards
learning.
 When technology is implemented properly it can increase both achievement
and engagement for students. (This is especially relevant among at-risk
students.)

7. INTERNET ACCESS
 The amounts of access students and teachers together have with
technology at home and at school plays a heavy part on the
educational experience offered.
 Not having access to the Internet or technology within the home
creates an equity issue for students who are at a disadvantage
because of the lack of resources.
 “Only three percent of teachers in high-poverty school said their
students have the digital tools needed to complete homework
assignments at home” (Alliance for Excellent Education (2014).

8. IMPACT ON LEARNING
 Putting technology together with classroom teachers who will give support
and encouragement to underprivileged students influences achievement
positively.
 In a report by Alliance for Excellent Education, (2014) titled Using Technology
to Support At-Risk Students’ Learning, five recommendations are listed to
enlarge the use and positive influence of technology with underprivileged
children.
 schools should aim for one-to-one computer access
 speedy Internet connections should be readily available
 states, districts, and schools should encourage influential dialog and engagement through
technology
 curriculum and instruction plans need to promote the use of technology by the students to
both create content and learn material
 blended learning environments should be created.

9. CLASSROOM GOALS
 “Equity in education means that personal or social circumstances
such as gender, ethnic origin, or family background are not obstacles
to achieving educational potential (fairness) and that all individuals
reach at least a basic minimum level of skills (inclusion)” (OECD,
2012, p.9).
 In an education system with fairness and inclusion, or equity, the
majority of students hold the possibility to receive high-level skills,
despite any personal and socio-economic situations.
 Teachers should invest in professional development, find grants to
write, and take advantage of BYOD (bring your own device) into the
classroom.

10. CONCLUSION
 An overwhelming amount of studies show that digital technologies are very
important to student achievement, especially within low-income school
districts
 Low-income schools districts can lack the funding, accredited teachers, and
resources.
 Teachers must provide valuable lessons to these students in order to gain the
most from them during the school day. They also may need to put in extra
time and effort to create a way for these students to use resources outside of
the school day.
 Although the expectations are high and the resources limited, strong teachers
in low-income classrooms are needed to ensure bright futures for these
disadvantaged students.

11. REFERENCES
 Ahram, R., Stembridge, A., Fergus, E., & Noguera, P. (n.d.). Framing urban school
challenges: The problems to examine when implementing response to
intervention. Retrieved from http://www.rtinetwork.org/learn/diversity/urban-school-
challenges
 Alliance for Excellent Education (2014). New report: technology can close
achievement gaps and improve learning outcomes for at-risk students: Report
identifies key strategies to successful technology implementation. Retrieved from
http://all4ed.org/press/new-report-technology-can-close-achievement-gaps-and-
improve-learning-outcomes-for-at-risk-students/
 OECD (2012). Equity and quality in education: Supporting disadvantaged students
and schools, OECD Publishing. http://dx.doi.org/10.1787/9789264130852-en
 Underwood, J. (2009, November). The impact of digital technology: A review of the
evidence of the impact of digital technologies on formal education. Becta.
Retrieved from http://dera.ioe.ac.uk/10491/3/A9RF934_Redacted.pdf

12. PICTURE REFERENCES
 http://www.themerge.com/wp-
content/uploads/2015/09/engagementapp.png
 http://blog.smeonestop.com/wp-content/uploads/2013/03/blog-
8.jpg
 http://www.jakesonline.org/blogimages/successfailure.jpg
 http://www.edsys.in/wp-content/uploads/learning-
experience123.jpg