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Advances in Social Sciences Research Journal – Vol.7, No.7

Publication Date: July 25, 2020

DOI:10.14738/assrj.77.8698.

Masmali, A. (2020). Equity and Technology Use in Education. Advances in Social Sciences Research Journal, 7(7) 514-519.

Equity and Technology Use in Education

Abdullah Masmali

Doctor in Ministry of Education,

Jazan, Saudi Arabia

ABSTRACT

With the rapid adoption of technology in the education sector, a

paradigm shift from traditional learning methods to digital learning has

been experienced. This article focuses on the importance of ensuring

equity in the use of technology among learners, as it relates to their right

to access educational technology. While the issue of digital

transformation in education is a shared responsibility among educators,

this article discusses it from a comprehensive perspective. Supposedly,

equity in educational technology access is an issue addressed by

researchers in different school settings, including researchers in science

in K-12 settings. This article describes how assessment and evaluation

could make a difference among learners when it comes to enhancing

their capacity to access and use technology in learning. The article

concludes with some recommendations for educational technology

policymakers to ensure that all students have the same opportunity in

accessing educational technology in a bid to avoid a digital divide among

learners.

Keywords: Equity; Digital divide; Educational technology; School.

INTRODUCTION

This article consists of five distinct parts: The first part in this article highlights some of the

responsibilities that researchers need to consider when conducting a research about equity in using

technology in education. In the second part, there is a review of some issues related to integrating

technology in the K-12 settings and how these factors are related to the equity among students. The

third part describes an example of integrating technology in science in K-12 setting, in which

teachers need to use some applications in the tablets to simplify some scientific concepts. The fourth

part describes how important it is to consider equity in educational technology regarding the

assessment and evaluation of students in many aspects such as evaluating students in the classroom

activities. The fifth part explains how policy makers could help make decisions that will help in

solving problems in the issues that are related to equity in the educational technology.

RESEARCH IN THE FIELD OF EQUITY IN EDUCATIONAL TECHNOLOGY

Research is all about finding information about issues, testing solutions to those issues, and making

appropriate recommendations. In this light, researchers in the field of education technology ought

to focus on some of the important issues in education technology. One of these issues relates to

equity. Although many studies have been conducted in the field of educational technology, the topic

of equity has received little attention (Tawfik, Reeves, & Stich, 2016). A research in equity will

explore inequalities in educational technology and in so doing, close the existing inequality of

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 7, July-2020

technology access. Accordingly, “we suggest that researchers and practitioners consider that

educational technologies should balance the broader importance of inequality of access and

opportunity within the scope of research” (Tawfik, Reeves, & Stich, 2016, p. 603). It is imperative

that researchers in the field of educational technology select topics that focus on technology related

issues that may have adverse effects of students. Researchers have to consider different aspects of

research such as experimental design when undertaking research to investigate the digital divide

that differentiate people inside the classroom. Researchers in the field of education technology have

to explain to parents the importance of their studies when conducting studies that require parents’

inputs, for instance studies that may require researchers to conduct interview or survey among

parents. Researchers have the responsibility to acquaint themselves with the training sections of

CITI programs that offer for researchers, especially those that involve the utilization of technology

in research. There are topics in CITI training that deal with cases that may face researchers when

using the internet or any technology to conduct research, and one of these topics is equity.

When conducting a research that requires the use of technology, it is critical for the researchers to

ensure that the participants have access to the necessary technology. Participants may lack access

to the technology necessary in the study due to various circumstances, including their economic

status. Besides, when selecting schools on which to conduct a research, researchers should think of

all schools as equally rich in the technology required in the study. This can help understand the

Digital Divide that may exist between students and among schools. Subramony (2011) explains the

“Digital Divide” as an inequitable access to information and communications technology

tools/resources that “can reasonably be described as one of the great social justice issues of the

early 21st century” p. 20. Thus, researchers have to consider the issue of Digital Divide when

conducting research, as a measure of boosting the validity of their studies. This issue needs more

in-depth research to find the best solution to overcome it.

EDUCATIONAL TECHNOLOGY INTEGRATION WITHIN K-12 SETTINGS

Teachers in K-12 setting ought to employ technology in teaching. When integrating educational

technology into teaching and learning within the K-12 setting, it is vital that teachers take equity

into account. Equity is especially important when providing students with mobile devices, such as

tablets, to complete class activities. The growing use of mobile devices in schools make it essential

for schools to provide these devices to all students (Engelhard and Seo, 2012; Collis and Moonen,

2008). However, some schools cannot provide mobile devices to all students, and as a result, it

becomes hard for teachers to ensure that all students do activities that require the use of technology.

Some studies have been conducted on this issue, and some solutions have been proposed. One of

these solutions is dubbed Bring Your Own Device (BYOD) policy. BYOD policy requires students

who have their own devices at home to bring them to school for class activities. According to Kiger

& Herro (2015), parents see BYOD policy as useful because it helps students to find and use internet

resources. However, some parents have shown concern that BYOD policy can lead to equity issues,

especially where the distribution is poor in the classroom, and when students use the devices

inappropriately.

Different studies in the field of educational technology show that there are some factors that affect

the equity of learning outcomes among students. These factors include how students use technology

and their attitude toward the use technology in classroom (Jones & Issroff, 2007; Van Dijk, 2006;

Wei, Teo, Chan, & Tan, 2011). Students’ positive attitude toward the use of mobile devices in class

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activities helps promote both class activities and collaborative learning. However, learning

collaboration over mobile devices within school settings should not facilitate discrimination of

students on the basis of race or social status. Integrating mobile devices with class activities is one

of the good ways of helping students to interact with each other and collaborate in learning. Davies

& West (2014) highlight technology integration methods, namely “(a) developing technological

skills, (b) increasing support through collaborative environments, and (c) providing increased

mentoring” p. 844. These methods are essential for increasing the use of instructional technology,

which of course is important for providing the school, equity in using technology. Educational

technology specialist needs to understand the needs of a school in order to provide teachers with

the appropriate professional development, necessary for them (teachers) to use technology

effectively to help students increase their learning.

EDUCATIONAL TECHNOLOGY INTEGRATION IN THE SCIENCE WITHIN K-12 SETTINGS

Science is one of the courses in which technology plays a major role in the teaching process. Students

in the science courses can use technology in different areas including physics, chemistry, biology,

and geology. Many technology applications that teachers use in teaching science help deliver

information necessary for all students to understand the topics. However, it is essential that

teachers consider the equity among students in using these applications so that there is no

differentiation between them when applying it in the classroom setting. For example, teachers

should ensure that each student in the class has access to a device to work with, even if it means

sharing of devices between two students. When teachers are doing an experiment with students in

the science lab, each student should have the chance to do the experiment individually, even if it is

a virtual experiment. In the PhET software, teachers can engage students using simulation to

visualize and test scientific models (Shen, J., Lei, J., Chang, H. Y., & Namdar, B. 2014). Teachers have

the responsibility to ensure that each student in the class has a device or works with another

partner’ device when doing class activities. In a science class, teachers sometimes use video to help

students understand concepts. When students are watching a video in the class, it is important that

the Educational Technology practitioners ensure that students can easily see the video. It is also

imperative to make sure that students do not sit too far or in an angle that prevents them from

clearly seeing the video.

Science education needs more fund to help students who are left behind, for instance students with

special needs and those from minority communities. This fund can help to develop them through

technology. According to Lynch, S. J. (2000),

“Science education is targeting those students who have been left behind in the past- Blacks, Hispanics, American Indian/Alaskan Natives, females, students with disabilities,

and those who are learning English. These are the young people whom are least sure

how to reach and teach science well. This implies the need for increased funding for

research and development of innovative pedagogy and curriculum materials,

supporting supplies for lab work, and technology” (p. 127).

Increasing funds for science education will help provide modern technology in teaching science.

The fund will allow the purchase of mobile devices especially for science lab, necessary to help

students understand concepts in science. When science teachers find these technologies in the

science lab, they will be able to engage students learning through technology. With the right