Journal 6

Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn

The premise of this article is that a teacher’s decision to use or not use technology in the classroom and the manner which it is used has social justice implications. What does the use of classroom technology have to do with social justice? According to the authors, students must become fluent in technology to solve problems and enhance their learning. Students who fail to develop these skills will be at a severe disadvantage when it comes to educational and job opportunities. Swain and Edyburn cite a 1992 Department of Labor study which predicts that eighty-percent of jobs over the next twenty-year period will require technical skills.
Technology use in the classroom does have social justice consequences and teachers must keep this in mind when devising learning activities. The authors believe that the equitable use of technology must include availability, the enhancement of learning opportunities for all students, and it must be a reflection of real-world situations.
The reality that all students do not have equal access to technology must be overcome. The author’s suggest resources such as the Digital Equity Portal and Toolkit, computer refurbishment Web sites, and the use of free or open source software. These tools can help open up opportunities to all students equally.

Question: What is one tool I might use to determine which students have access to technology?

Have each student write and submit which tools are available at home.

Question: What can I do to overcome the problem of equal access?

Search the Web for resources and make these resources available to all students.