William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
The Socio-economic Divide of the Current Shifts in Education
As an educator whose school community consists of "working-class" socio-economic families, the COVID pandemic brought such blatant and inequitable realities as to how the new shifts in the nature of learning will leave so many behind. During those crucial months of complete shut downs, so many students did not have access to technology in which to keep up with the education. Even when gadgets became available, lack of internet access was another issue. As schools began to open in the fall of 2021, there has been a significant increase of students who have opted out of returning to school and have instead resorted to having to work to help keep the homes together.
While the new shift and the evolution of education are ineffitable with the all of the new areas of exploration to catapult us into the great unknown, I heartily encourage these chnages. However, I remain cautionary and deeply troubled by the increasing number of children who will be left behind because of their inability to rise above their socio-economic circumstances.
This resonated with me as someone from a working class background. I fear assumptions about access to technology are even more prevalent than ever given the sheer amount of time many educators spend on technology in their day-to-day life (on their phone, on their tablet, on their laptop, etc.) When access (and a working knowledge of how to use) technology has become so ingrained in an educator's life for so many years, it becomes harder and harder to not make the assumption that everyone has similar access/knowledge. This concerns me for current students. @Shannals Johnson,
This resonated with me as someone from a working class background. I fear assumptions about access to technology are even more prevalent than ever given the sheer amount of time many educators spend on technology in their day-to-day life (on their phone, on their tablet, on their laptop, etc.) When access (and a working knowledge of how to use) technology has become so ingrained in an educator's life for so many years, it becomes harder and harder to not make the assumption that everyone has similar access/knowledge. This concerns me for current students. @Shannals Johnson,
This resonated with me as someone from a working class background. I fear assumptions about access to technology are even more prevalent than ever given the sheer amount of time many educators spend on technology in their day-to-day life (on their phone, on their tablet, on their laptop, etc.) When access (and a working knowledge of how to use) technology has become so ingrained in an educator's life for so many years, it becomes harder and harder to not make the assumption that everyone has similar access/knowledge. This concerns me for current students. @Shannals Johnson,