When Access Isn’t Equal: How the pandemic informed the nation’s equity gaps |
Listen and learn : Ed talk
Jason Mitchell Kelsey Ortiz Dr. Adam Phyall
With the large-scale shift to online learning, systemic inequities have become a glaring challenge. Researchers and district leaders explore how to ensure all students have access to content that reflects our students, exploring strategies, resources, and lessons learned on how to ensure digital programs support educational equity
Audience: | Chief technology officers/superintendents/school board members, Curriculum/district specialists, Principals/head teachers |
Skill level: | Beginner |
Attendee devices: | Devices not needed |
Topic: | Equity and inclusion |
Grade level: | 6-12 |
ISTE Standards: | For Education Leaders: Equity and Citizenship Advocate
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This Ed Talk provides an opportunity to discuss not just equity in education, but to specifically address how curriculum leaders and technology directors are faced with the challenge of ensuring all students have access to digital curriculum AND that the content those students are engaging with accurately reflects the population it serves.
During this conversation, district leaders and education experts will address the issue of equity pre- and post-pandemic and how this challenge has revealed glaring barriers to success facing some of the most vulnerable students. They will provide an understanding of strategies and resources on how to ensure remote learning programs support educational equity.
They will also share guidance on how to implement equitable practices when it comes to digital curriculum and online learning to ensure the content accurately reflects all students.
Content and activities: Content will include insights, and reflections from K-12 education leaders sharing their perspective on how the large-scale shift to online learning during the pandemic exacerbated equity gaps for the country's most disenfranchised students;
these leaders will offer recommended strategies and resources to lessen these equity gaps, providing better support for our most vulnerable students;
And participants will be invited to join a question-and-answer session throughout and during the session via Backchannel and polling.
Time: 1) 10 minutes - welcome and introductions 2) 10 minutes - discussion on the equity issues the pandemic exacerbated for their most disenfranchised students 3) 15 minutes - strategies, best practices, and reflections on equitable policies and practices 4) 20 minutes - considerations for how to make learning programs more impactful and a better reflection of the students they serve. 5) 5 minutes for closing reflections and question-and-answer
Process: We will engage our audience through question-and-answers via digital polling, sharing best practices and thoughtful reflections throughout the session.
This research reflects the direction the presenters plan to take this conversation: https://www.edweek.org/digital-curriculum
Jason Mitchell graduated from the University of Texas with an undergraduate degree in Economics and a Masters of Business Administration. Since graduation, Jason has worked extensively with school districts to help them implement Tier I, II, and III technology-based programs. Jason speaks nationally addressing the needs of the whole learner by leveraging blended and online Learning programs and the essential components that districts need to consider when planning for, implementing, and sustaining successful programs.
Adam Antoine Phyall II, Ed.D., is the director of technology and media services for the Newton County School System in Georgia where he’s focused on helping teachers put technology in the hands of students to keep them engaged in rigorous learning. Since getting his first laptop in college, Phyall has been hooked on the fantastic things technology can add to learning. Early in his teaching career, Phyall had students create videos and podcasts to explain advanced science concepts. Once he saw the impact technology had on learning in his classroom, he began to share his activities and strategies with peers. This led Phyall to work as a building instructional technology leader, technology facilitator, and then take on his current role as a tech director. Throughout his career, Phyall has worked extensively with Title I and urban schools to improve technology integration for economically disadvantaged students. He has developed mobile learning plans for school districts in Georgia and Missouri that have led to 1:1 device initiatives. His philosophy on teaching is, “If you’re having fun teaching it, then your students will have fun learning it.”
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