digital skills: eliminating the digital divide candace queen … · 2019. 3. 16. · •...

Running head: Digital Skills: Eliminating the Digital Divide 1

Digital Skills: Eliminating the Digital Divide

Candace Queen

Kennesaw State University

May 2017

Dr. Laurie Dias

August 2016

Digital Skills: Eliminating the Digital Divide 2

Capstone Project Proposal

Hendricks Elementary school is located in the Cobb County School district. Cobb County

is a suburban area northwest of Atlanta, Georgia. According to the Cobb County District

website, the district serves 113,000 students and is the second largest school district in the state

of Georgia (2016). Hendricks Elementary is a Title 1 school located in the southern section of

Cobb County. The student demographics include 65% African America, 17% Hispanic, 13%

Caucasian, and 2% Multi-racial.

One of the Cobb County School district goals is to vary learning experiences to increase

success in career paths. The purpose of this project will be to provide professional development

to close the digital divide by improving digital skills among teachers and students. The project

will explore teaching practices initiated through a BYOD program, known as Bring Your

Own Device, to engage learners and maximize student learning to help bridge divides in

skills and knowledge acquisition. BYOD is an initiative whereby students will bring their

own personal device to school to be used for educational instruction. According to Gorski

(2005), the term “digital divide” is generally used to describe the gap of access, use of

technology devices, and Internet access to groups of people based on different social or cultural

identities (2005, p3). This capstone project seeks to address the digital divide by understanding

equity as it pertains to the use of devices for digital skills among teachers and students at

Hendricks Elementary. While many studies have focused on material access, this project will

center on digital skills because of the continuously advancing and changing nature of divides in

learning (Adhikari, Mathrani, & Scogings, 2016, p.327).


Teachers at Hendricks have volunteered to implement a BYOD program and participate

in professional development initiatives to build digital skills. The advantages of students using

their own mobile device will provide them with online resources, faster information transfer to

the teacher and parents, and access to digital tools to create student artifacts. Hendricks will

therefore be providing a variety of tools for learning towards meeting the district goals. The

students and teachers implementing use of the mobile devices will be evaluated for their direct

relation to student learning and proficiency. The director of Instructional Technology, principal

of Hendricks, and participating teachers have given permission to work on this capstone project

using data collected from Cobb County and Hendricks Elementary.

Statement of Problem, Need and Rationale

Educators from Hendricks Elementary have acknowledged that in order to prepare

students for the 21st century global world, their students will need a solid foundation of using

technology devices effectively (C. Queen, personal communication, February, 2017). However,

there is a digital divide among students at Hendricks Elementary who use devices for

entertainment purposes compared to students who use devices as a productivity and educational

tool.

Hendricks is a Title 1 school that does have access to sets of devices that can be checked

out of the media center. Teachers also report that many students also have their own personal

device that they bring to school to use as communication between parents (C. Queen, personal

communication, February, 2017). These teachers have expressed that they want to use more

digital devices in their classroom but struggle with finding and learning how to use new

resources that are tailored to their students’ needs (C. Queen, personal communication, February,

2017). The teachers would like to implement a BYOD program that is aligned to their school


improvement plan which places emphasis on accelerated intervention and differentiated learning

styles for students (C. Queen, personal communication, February, 2017).

Technology driven learning is increasingly becoming a necessary pathway towards

academic and social development among 21st century learners (Adhikari, Mathrani, & Scogings,

2016, p.323). According to the research study, Bring Your Own Devices classroom: Exploring

the issue of digital divide in the teaching and learning contexts by JanakAdhikari, Anuradha

Mathrani and Chris Scogings (2016), "In this changing technological world, digital skills are

now considered as the third-most important life skill alongside numeracy and literacy "(p.324).

The study found that teaching and learning practices are changing with the introduction of digital

devices. The study goes on to say that traditional learning environments lack in areas of

information and communications technology (ICT) which provide access to resources for

learners’ academic and social development. ICTs can present new learning activities, extend

collaboration, provide novel assessment models and demonstrate curricula content using a

variety of visual stimulants (Adhikari, Mathrani, & Scogings, 2016).

This project will focus on building the digital skills necessary for using digital devices in

the 21st century classroom. Teachers will be provided with professional development on

classroom management, digital citizenship, and digital productivity tools in order to increase

digital skills. Classroom management is essential so that the teachers can establish rules and

routines for using devices. Digital citizenship is defined as the norms of appropriate and

responsible use of technology (Ribble, 2017). Productivity tools shift the learning from merely

consuming information on digital devices to processing information and applying it into the

learning environment.


Objectives & Deliverables

The digital divide is an important issue because it is closely linked to a decrease of

available opportunities to those not engaged in the online community (Wookjoon, 2016). One

study suggests that even with access to devices, without digital skills to make meaningful

use of the technology there still exist a digital divide. (Ghobadi & Ghobadi, 2015). This

project will aim to close the digital divide among students by providing professional

development to use the device beyond entertainment purposes.

Professional development is needed to address the continuous and changing nature of

technology (Adhikari, Mathrani, & Scogings, 2016). With professional development and

coaching models such as peer coaching, teachers will have access to resources to make informed

decisions about how to tailor devices to meet student needs. Peer coaching focuses on training

teachers to help their colleagues integrate technology into the collaborative online classroom

(Beglau, Hare, Foltos, Gann, James, Jobe, & Smith, 2011). This project will also include the

LoTi level framework. LoTi, Levels of Technology Integration, focus on the effective use of

digital resources to promote higher order thinking, engaged student learning, and authentic

assessment practices. By raising LoTi levels with teachers, the digital divide is lessened because

teachers are using technology to its fullest potential for gains in student achievement (Our

Research, 2016).

Project Objective 1: Over the course of Fall 2017, participating teachers will meet three

times to engage in the peer coaching model of professional development to discover best

practices in relation to classroom management and increase levels of technology integration by

two levels.


• Deliverable 1a: LoTi Baseline Assessment. The assessment will help to establish a

baseline of the teachers’ initial level of technology integration before the professional

development intervention is implemented.

• Deliverable 1: Professional Development Presentation entitled: Classroom Management

in a BYOD Classroom. The goal of this introductory professional development session is

to provide a common understanding of how a successful BYOD classroom functions.

• Project Objective 2: Over the course of Fall 2017, students in BYOD classrooms will

participate in a lesson called Being a Good Digital Citizen and pass an assessment with at

least 80% accuracy.

• Deliverable 2: Students will take an assessment using SMART Response 2 on Being a

Good Digital Citizen using their devices. The goal of the lesson will be to provide a

foundation for teacher expectations when using devices in the classroom and to gain a

thorough understanding of how to be a good digital citizen. Being digitally responsible

will ensure to keep students on task and safe while using the internet.

• Project Objective 3: Over the course of Fall 2017 and Spring 2018 teachers will meet

for three times for professional development to acquire resources and productivity tools

to implement at least 2 universal applications on BYOD devices to increase learning

outcomes.

• Deliverable 3: Professional Development Presentation created using Office Mix:

Universal Productivity Applications for BYOD. The goal of the professional development

will be for teachers to see successful productivity applications that can be used in BYOD

classrooms and to collaborate ideas from colleagues. Teachers will respond to an a quick

assessment created within the Office Mix that asks teachers specifically which

productivity tool they plan to use with their class.

PSC Standards

As stated previously, the main goal of this project is to focus on the digital skills and

professional development for teachers in BYOD classrooms. Therefore, the project centers on

the creating and maintaining a digital learning environment. Two of the objectives are centered

on standard three for the PSC (Professional Standards Commission) and one objective is based

on standard four.


3. Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage

effective digital learning environments.

3.1 Classroom Management & Collaborative Learning Candidates model and facilitate

effective classroom management and collaborative learning strategies to maximize

teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a)

3.2 Managing Digital Tools and Resources Candidates effectively manage digital

tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3.3)

4.2 Safe, Healthy, Legal & Ethical Use Candidates model and facilitate the safe, healthy, legal,

and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b)

The first objective will be to provide teachers and students with professional development

in maintaining a positive learning environment through classroom management. This objective

aligns with PSC 3.1. The second objective centers on creating digital citizens in the classroom

and aligns with PSC 4.2. The third objective seeks to empower teachers to use productivity tools

with students and BYOD to support creating a personalized learning environment and aligns

with PSC 3.2.

Table 1.

Alignment with Objectives and Standards

Project Objective Standard

Objective 1: Over the course of Fall 2017, participating teachers will meet three times to engage in the peer coaching model of professional development to discover best practices in relation to classroom management and increase levels of technology integration by two levels.

3.1 Classroom Management & Collaborative Learning Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a)


Objective 2: Over the course of Fall 2017, students in BYOD classrooms will participate in a lesson called Being a Good Digital Citizen and pass an assessment with at least 80% accuracy.

4.2 Safe, Healthy, Legal & Ethical Use Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b)

Objective 3: Over the course of Fall 2017 and Spring 2018 teachers will meet for three times for professional development to acquire resources and productivity tools to implement at least 2 universal applications on BYOD devices to increase learning outcomes.

3.2 Managing Digital Tools and Resources Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3.3)

Project Description

This section will provide a detailed view of the activities in designing and developing

digital skills starting with the BYOD implementation process. As Adhikari, Mathrani, &

Scogings explain, the digital divide is more than just having access to devices, but rather equity

among the learning outcome (2016). In planning activities to meet this goal, the objectives

outlined were carefully planned to be in alignment to the PSC Technology Standards and serve

the purpose of collaboration, communication, and assessment among teachers and students.

Needs Assessment Form

Teachers interested in becoming a BYOD certified classroom will begin by completing a

needs assessment form. This form will provide some current background information such as

name, grade level, and subject area. It will also identify technology tools currently in use and

available in the classroom. This form will also give teachers an opportunity to identify a “wish


list” of tools and applications that they believe will help them to implement the BYOD program.

The form also allows teachers to express specific technology applications they would like to

introduce with the BYOD initiative. The purpose of this document is to formulate a picture of

student and teacher needs to be successful in building digital equity. This assessment will be the

foundation to determining what digital skills will needed in order to close the digital divide.

Building this form will take two hours. Administering will take one hour and analyzing the

results will take one hour.

BYOD County Application process

Teachers will meet with Technology Training Integration Specialist (TTIS) to complete

the county required documentation application to become a BYOD classroom. The TTIS will

assist teachers in developing a BYOD implementation plan which includes a classroom

management plan. During the collaboration, teachers will exchange ideas on classroom

management of devices and set calendar dates for a parent/teacher meeting. The TTIS will

engage teachers in thought discussion about what a successful BYOD looks like and give

teachers an opportunity to express concerns and needs. The application process will require two

hours to complete required documentation and get approval from Hendricks administration.

Model Teaching

The TTIS will assist in connecting all student devices to the school’s wireless access

points. Once devices have been successfully connected, the TTIS will model a lesson for the

students in the classroom on digital citizenship using a BYOD device. This lesson will serve as a

starting foundation for the students using their devices. The lesson will outline expectations and

procedures. This lesson will also give the classroom teacher an opportunity to outline specific


technology resources and tools that will be the focus during the implementation. Examples of

these tools could be: Office 365, SMART Learning Suite, and the Cobb Online Digital Library.

Throughout the year, the TTIS will model various lessons and team teach with the classroom

teacher using some of technology tools available that are developmentally appropriate. By

modeling lessons and team teaching, the TTIS is demonstrating an invested interest in the school

and has a shared commitment to the success of the BYOD initiative. This commitment will

increase the likelihood that the teacher will develop lessons based on BYOD applications for

student productivity rather than skill practice. Student productivity with BYOD is essential in

building lasting skills needed to bridge the digital divide. The materials needed to model lessons

include: an Interactive Board, teacher laptop or similar device, PowerPoint presentations,

SMART Notebook presentations, and Office 365 account with teacher and students. To design

lessons and implement with the different teachers at Hendricks, it is estimated that this activity

will need 20 hours to complete.

Collaborative Planning and Coaching

Three times over the semester, the teachers will meet with me for collaborative planning

and individualized coaching sessions. During the planning and coaching sessions, I will provide

feedback on any observations and allow the teacher to consult with me on best practices

regarding BYOD resources. Teachers will also have the opportunity to plan lessons with their

collaboration partner as determined for the LoTi evaluation. The purpose of the meeting is to

provide a continuous support line. To plan resources and conduct these meetings it will take

around 20 hours. The only materials needed for this activity is a teacher laptop and Microsoft

OneNote to record notes.


Professional Development

Three times throughout the year, teachers will meet for professional development in a

BYOD specific topic area. Topics will be chosen based on relevancy, county initiatives, and

current trends as they relate to education and technology. Examples of topics could include;

Getting Parental Consent for student use in Office 365, Digital tools for Student Progress

Monitoring, and Online Academic Resources. The planning and implementation of professional

development will consume 20 hours. The materials needed will depend on the training be

provided but generally includes and interactive whiteboard and teacher laptop with a digital

presentation.

Table 2.

Project Activities Alignment

Project Item/Activity Project Objectives Deliverable Hours

Needs Assessment Form 1 1a 4

BYOD County Application 1 1b 2

Model Teaching 2 2 20

Collaborative Planning and

Coaching

3 3 10

Professional Development 3 3 20

Evaluation Plan

To evaluate the quality of this project, feedback from participating parties will be

essential for analysis. Surveys, interviews, and observations will be the instruments used to

determine whether digital equity with student learning outcomes improved over time as a result

of the BYOD instructional strategy. This capstone will focus on early adopters of the BYOD

initiative. Teachers will be interviewed at various points throughout the project. Teachers will


also take a pre-assessment survey and post evaluation survey at the beginning and ending of the

project to measure differences regarding digital skill levels and comfort levels with technology

devices. I will conduct observations of teachers practices in the classroom throughout the project

and document the findings.

Pre-assessment/Post assessment survey

In the beginning and end of this project, teachers will take a pre-assessment survey to get

a baseline of digital skills and level of technology integration (LoTi). The pre-assessment survey

will connect to the areas of strengths and weakness that need to be addressed when planning

professional development. From the pre-assessment, teachers will be divided into groups based

on skill levels and technology immersion levels. The grouping will determine the content of the

collaboration groups. Similarly, teachers will take a post-assessment at the conclusion of the

project to measures areas of growth. In order to create and write the pre and post assessment,

four hours of planning will be needed. Additionally, it will take one hour to give the pre-

assessment and one hour to give the post-assessment. Recording and analyzing the data for both

assessments will take 2 hours each. The materials needed to conduct the survey include: one

laptop, two surveys created using Microsoft Forms, Excel to analyze data, and an internet

connection.

Teacher Interviews

The purpose of interviews is to gain a clear understanding of the teacher’s perspective of

the classroom with BYOD. Teachers will have a one-to-one interview at the end of the project.

Teachers will provide specific feedback of how they implemented the BYOD initiative in their

class. They will provide details of activities and lessons that worked well and of activities that


did not have an effect. These interviews can help in the future to plan more effective professional

development. To develop the interview questions will take two hours. Conducting the interviews

will take eight hours. Recording and analyzing the data will take three hours. The materials

needed include: Interview questions created in Word, one laptop, Excel to analyze data.

Classroom Observations

The purpose of the classroom observations is to access the student level of digital

literacy. Classrooms will be scored on a rubric. The rubric will state an example level as:

“Students are using devices to produce a product; Students are using devices to consume

information; Students are using their devices for social gaming and personal use.” Students will

be assessed on the digital tools being used with BYOD and if any products are created from

those tools. As Adhikari, Mathrani, A. & Scogings have added, there is a shift in learning from

consuming information to processing and applying information as it relates to student digital

literacy (2016).

Project timeline.

The timeline for full implementation of increasing digital skills for BYOD will take over

a full calendar year from May to May.

Table 1.

Project Timeline

Month Project Item/Activity, or

Evaluation Item Objective Evaluation Standard Hours

May Planning Initial BYOD meeting with Teachers/admin

1 3 2

May Initial BYOD meeting with Teachers/admin

1 3 2

July Creating Pre/Post Assessment Survey,

1 Survey 3 4


August Give Pre-Assessment Survey/ analyze results

3 3

August Create Teacher Needs Form 1 3 2 August Administer Teacher Needs

Form/ analyze results 3 3

August BYOD County Application 1 3 2 August Planning Parent/Teacher

Informational Meeting 1 3 2

August Parent/Teacher Informational Meeting

1 Interviews 3 2

August TTIS Setup BYOD devices to county Wi-Fi

1 3 7

August Planning Digital Citizenship Lesson with students

2 3.1 2

August TTIS Digital Citizenship Lesson with students

2 3.1 5

Aug-May

Monthly collaboration/coaching meetings

3 Interviews 3.1, 3.2, 3.3

10

Aug-May

Planning Professional Development with technology tools and instructional strategies

3 3.1, 3.2, 3.3

10

Aug-May

Professional Development with technology tools and instructional strategies

3 3.2, 3.3 10

Aug-May

Planning/Observing Bi-monthly BYOD centered lessons

3 Observations 3.2, 3.3 5

Aug-May

Model Bi-monthly BYOD centered lessons

3 3.2, 3.3 25

May Give Post Assessment Survey/ analyze results

3 Survey 3 3

Resources

Table 4

Resources

Type of Resource Availability Microsoft Office Suite Readily Available Smart Learning Suite Software Readily Available Training Room Readily Available Tablet Device to model applications Readily Available Interactive Whiteboard Readily Available


References

Adhikari, J., Mathrani, A. & Scogings , C. (2016), Bring your own devices classroom exploring

the issue of digital divide in the teaching and learning contexts, Interactive Technology

and Smart Education, 13(4) 323 – 343.

About the Cobb County School District. (2016). Retrieved January 20, 2017, from

http://www.cobbk12.org/aboutccsd/

Beglau, M., Hare, J. C., Foltos, L., Gann, K., James, J., Jobe, H., & Smith, B. (2011).

Technology, coaching, and community. In ISTE, An ISTE White Paper, Special

Conference Release.

C. Queen, personal communication, February, 2016

Ghobadi, S. and Ghobadi, Z. (2015), How access gaps interact and shape digital divide: a

cognitive investigation, Behaviour & Information Technology, 34(4), pp. 330-340.

Gorski, P. (2005). Education equity and the digital divide. AACE Journal, 13(1), 3-45.

Johnson, L., Levine, A., Smith, R. and Stone, S. (2010), The 2010 Horizon Report, The New

Media Consortium, Austin, TX.

Our Research (2016). Retrieved April 21, 2017, from https://www.loticonnection.com/research

Norris, C. A., & Soloway, E. (2011). Learning and schooling in the age of mobilism.

Educational Technology, 51(6), 3.

Ribble, M. (2017). Digital Citizenship. Retrieved April 21, 2017, from

http://www.digitalcitizenship.net/

Wookjoon, S. (2016). A study of the digital divide in the current phase of the information age:

The moderating effect of smartphones. Information Polity: The International Journal Of

Government & Democracy In The Information Age, 21(3), 291-306.

http://www.cobbk12.org/aboutccsd/

https://www.loticonnection.com/research

http://www.digitalcitizenship.net/


Appendix A

Sample Survey: Created using Microsoft Form from Office 365

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