Sometimes, educators forget that not everyone has equal access to technology, reliable internet, or the skills to use online tools with ease.
I’ve seen this myself while working on a project that helps people in rural areas manage their medications with online tools and reminders. The idea seems simple, but in practice, it’s often much more complicated.
Some of the challenges we run into include:
- Unreliable internet or cell service that makes it hard to use the platform
- People who aren’t comfortable with technology and have trouble getting around the site
- Forgotten passwords and trouble logging in
- Limited access to devices, or having to share technology at home
- Frustration that causes people to give up on the tool completely
If a student isn’t participating, it doesn’t always mean they’re unmotivated. They might be facing tech barriers that the instructor can’t see.
That’s why educators should consider:
- Giving students different ways to participate
- Think about using assignments that don’t rely on social media
- Plan lessons with accessibility in mind right from the beginning
Curious: If you had to design a class for students with no reliable internet, no social media, and only occasional access to a smartphone, what creative ways would you keep them connected and engaged?
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Well said. Not everyone is at the same competency level at the start, either. It doesn't help either when there are contextual issues due to socioeconomic status or a lack of UD on the platform. There should be a curriculum set forth week-by-week for students who may not have internet to access materials. If you're teaching a class that leans mostly, if not entirely, on the internet to use materials. That 'handbook' or binder or whatever it may be that's full of materials can be mailed to students upon enrollment in the class in case of internet inaccessibility, frustration with navigating it, unreliable connection, or a myriad of other reasons. My solution may not be practical, but it's better than no solution.
ReplyDeleteI could not agree more with you. Digital education must be equitable. It is not enough to give people digital tools. Generally, they need to be educated on how to use those tools. Digital literacy must be built into the program itself through a scaffolded tutorial. I encounter this situation every semester with each new cohort of adult students in my online class. During the first week, we practice using the laptop, Webex chat, emojis, and how to switch between tabs to access Canvas. Then, several learning steps follow: how to find the right module, how to reply in a discussion, or how to record an entry. It requires a lot of teacher stamina and patience, but at the end of the semester, my students' confidence and digital literacy level are incomparably higher. Moreover, the learning ripple continues - they are able to use these skills to help their circle of family and friends.
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