Computer and Internet technologies are not equitably accessible to every individual. I must ensure that when I do teach with technology, I incorporate all needed adaptions available for people with disabilities.
The digital divide is a symptom of larger social and cultural inequities and my own prejudices sometimes help cycle those inequities. I must reflect on how I contribute to or challenge larger educational inequities and how this affects the way I implement technology in my own teaching.
The socio-cultural dimensions of the digital divide result in institutional discouragement to value technology-related fields for many people who are already disenfranchised by an inequitable education system. I must encourage women, people of color, people with disabilities, people for whom English is not a first language, and people from socio-economically disadvantaged backgrounds to value technology-related fields as accessible and attractive educational and career options.
The trend in educational technology is to find a new tool and squeeze it into teaching with little evidence of whether it actually improves teaching and learning. I must consider whether I am using technology for the sake of using technology or using it to truly enhance the teaching and learning experiences in my classes.
Computer-based discussions do not eliminate oppressive dialogue dynamics, but recreate them exactly as they take shape offline. I must not use technology to replace face-to-face interaction.
The fact that I enjoy teaching with technology does not mean all my students enjoy learning with technology. I must remember that although I am engaged by and learn well through various technologies, my students have a diversity of learning styles. I must not replace other teaching approaches with a solely or even mainly tech-centered approach.
[an error occurred while processing this directive]