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ERIC Number: EJ1145628
Record Type: Journal
Publication Date: 2017
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0148-432X
Promising Practices for Education Technology
Zielezinski, Molly B.
American Educator, v41 n2 p38-39, 43 Sum 2017
Despite all of the celebratory rhetoric around our nation's declining dropout rates, during a given year, nearly 20 percent of students expected to graduate do not. Furthermore, according to Johns Hopkins University and Civic Enterprises, "unacceptably low levels of minority, low-income, English Language Learners, and special education students are graduating from high school." This is true for 27 percent of African American students, 24 percent of Hispanic students, 37 percent of students who have limited English proficiency, and 25 percent of low income students. Given these numbers, bridging the digital divide between more and less-advantaged students seems especially urgent. In the last few years, U.S. schools have begun seeing an unprecedented level of new hardware and software in their classrooms. Access alone however can't fill the digital divide--especially when K-12 schools in low-income neighborhoods are only using technology for remediation purposes. This article provides five tips that provide a good starting point for anyone who wants to implement new digital tools or evaluate those tools already being used.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A