Be mindful of what I have access to and what I /the students do not.

Good course

Allows you to achieve better ICT learning outcomes that work for most subject areas. Allows ICT to be integrated into all subjects and learners in a manner that works.

Very useful some excellent ideas, advice and guidance.

Staright forward content. Just need the wifi to work!

Excellent

A thought provoking module and one that reminds us that not everyone wants technology and those that have it don't all use it the same way.

A good module , thanks you.

using waht tech is available but changing the key areas of presentation to suit the circumstance, geographics, and economics.

Thought provoking.

More examples would be good!

Teaching at an academy all learners have access to the same technologies, laptops or desktop computers preloaded with software and apps. With Covid and conducting Virtual training sessions online it has introduced learners with many different types of laptops, iPhones, iPads etc and even internet provider limitations in both speed and amounts of data that can be transfered.

good to remember when developing resources and preparing demonstrations on all available devices.

This section was helpful. Thank you.

I found this badge the last session very frustrating, Did the system have a bug I wonder on the previous 7 attempts!! as my answers were the same!

A good session.

Made me think about the fact that we have been offering all of our courses online over the past year and how we have missed so many learners who do not have access to tech until our tablet loan system came into effect.

A useful reminder of how best to work if you are in a setting with limited connectivity.

Illuminating

Loved this one as had no knowledge but fully understand

Informative

I now understand the term 'equitable'

Lots of information that needs to be understood in order to answer the questions

I disagree with some of the answers.

it was interesting learning the difference between equal and equitable.

Inequitable access can stem from the ability of the student as well as the resources that are available to the students . It can also be how you plan your learning to meet the needs of the learners as they develop over time with you .Differentiated availability helps equitable access. You have to ask, 'how do I teach with what I have got?' What can I do and what cannot I do?' This is very apparent when you work as I do on supply and short term contracts. I do love the College work where I can use the One File and I can use the phone to call them. I have set up learning for remote access Vis Teams and this to has proven interesting as some student thrive on the method and others do not - this is something you have to consider when looking at equitable access. The internet is a great resource but you have to teach student how to use it effectively to help them learn as well as checking their facts and I can sent links via an email and create links on One File, put worksheets and knowledge based work on via the internet by email and by making links to u-tube - this is something i would like to explore more - and I have considered having my own website so that I can organise my own scaffolded learning - this would allow the students to access things in their own time and at their own pace.
I have pasted the comments from the first activity as I find them a useful memory jogger. Ask learners to work with resources and activities as homework or preparation work that is online. They can be accessed at home, work, study centre, public library or elsewhere, as long as they have access: If technology is not available in the hall then ask learners to make use of it anywhere else they do have access. Possible activities will be preparation, follow-up and possibly online meetings. Share printed lists of recommended links to support learning for learners to explore: Learners can take away a reported list of ideas to work through, using their own resources. Suggest the use of software like ‘Google Translate’ that supports learning generally but is not central to learning activities: Technology that provides general support and ancillary help but not is not used as essential may be helpful to some learners who want advice.Share links to audiobooks narrated in other languages that supports learning to listen to as a means of reinforcing learning: Audiobooks work well when listened to in quiet times by learners.
Use technology like ‘Skype’ and ‘Appear-in’ to find and talk to students in your study language: Where learners have access to technology or can appear together at a joint location can join in online groups and discussion using meeting place software.


Supports equitable access:
Students are given access to a central ‘drop-in’ study area where technology is available: Most organisations provide a central study area, often staffed by study skills experts.A loan system is in operation and learners can use: Loan systems have their limitations as nothing can be saved on the machines loaned. However, it provides a means of engaging in learning exercises using technology.
Does not support equitable access:
Assumptions that every learner has access to the web is used in designing learning: Assumptions should be replaced by a review of what learners have and feel comfortable in using in learning. This provides a starting place for planning and options to develop digital literacy.
Learners know about Eduroam and how to connect devices to it: This might be a course requirement, but in any other circumstance, reducing options unnecessarily is not helpful to promoting equity.

Found this very helpful. Challenging too.

Thanks this a great concise, easily understandable way of communicating equability. Love the strap line -Great non-tech. I will be using this within my training sessions too.

A sound reminder about reality and how to deal wiht it

Good

good