EDUC 629 BLOG 1

Blog Entry 1

Diverse backgrounds are one of the problems of meeting the needs of specific cultures. Barriers have been erected and need to be removed to achieve digital unity according to Soloman (2003). Those barriers include software, hardware, connectivity, quality content, access to educator expertise, and vision and change supported through technology. The digital divide has many factors that play into children with diverse backgrounds. These include economic background, language divides, special and individualized education, tribal and native community divides, methods of teaching and pedagogy divides, regional and national divides, and language and  technology literacy. In order to bring about unity, these divides and barriers have to eliminated or reduced. 

I am presently experiencing many of these difficulties in Rwanda, Africa, in a school for orphan children that I have started. These students are varied in age and background and all are illiterate in use of English and computer and electronic technology. Our students are in a computer classroom for two hours each day and are learning computer and program use during 15-30 minutes of each hour. The computer to student ratio is one to one and the teacher to student ratio is one to eight. All computers are online and attached to a central network. Resource finding is being taught and many lessons are integrated with English writing, reading, and speaking. We use much music and dance to integrate the common culture. That is integrated into technological use.

Our students are learning one new application a week and are grouped in groups of 3-4 to achieve projects which are integrated in network. Fluency is being taught and shared from student to student. All the students are engaged in teaching each other as lessons are all geared to practical and real situations in the students’ lives. Their teachers expect much and the students are very excited about their process of learning. We are starting to use multi-media, integrating writing, reading, listening, and speaking with video production, sound, graphics, and projection in our projects. Badges are given for each literacy that is learned both in English and in use of computer technology and use. Many games are being played on the computers as well as being made up by the students. Games are all used for teaching purposes. All obsolete machines are being phased out at the rate of six per semester.

The downfall of not enough English proficiency is one we are working on as we integrate new English fluency with practical, usable new projects. In this way many students are helping each other with problems and new language that is applied and integrated into computer usage.

We have one teacher that is an IT that works with each computer, printers, cameras, and projection equipment as well as wi-fi use. He also helps teach each new application and is developing a systematic approach to include all individual learners.

Overall, unity is never achieved if we do not include a Christian worldview. All our students know and experience God’s hands upon their life each day. There is a real unity of His Spirit in all the classrooms.

Reference:

Soloman, G., Allen,J., & Resta, P. (2003). Toward digital equity: Bridging the divide in education. Boston:                Allyn and Bacon.