Leadership Group
July 14, 2010
New York Times
Letter to the Editor:
Re: “Computers at Home: Educational Hope vs. Teenage Reality,” by Randall Stross (Digital Domain, July 9)
After three years of studying research from around the globe on the effects of computers and the Internet on teaching and learning, we agree with the author on one point: Computers and broadband alone will not make low-income students perform better academically and may even make them do worse. However, to imply that computers hold no educational value for low-income students is a dangerous oversimplification and completely disregards the need for equitable access to what has become an educational and economic imperative.
Technology fluency and media literacy are fundamental to fully participating in our society. Suggesting that closing the Digital Divide is unimportant or harmful for low-income students smacks of elitism, demonstrates a failure to appreciate related barriers to achievement, and ignores the significant, positive outcomes that can be achieved when technology is part of a comprehensive school improvement program.
To be successful, technology immersion programs must ensure teachers receive professional development to meaningfully integrate technology into their instruction and use it to continually assess student progress, provide individualized instruction and communicate with parents. Importantly, parents must also receive a significant amount of training to guide their child’s use of the Internet and connect with teachers online. School leaders must share a common vision to use technology to drive school improvement and increase parental engagement, and students require training in digital citizenship and media literacy. When these necessary supports are included, technology plays an important educational role for students most in need. All these findings were included in the research reports the author cited.
We invite Mr. Stross to learn more about School2Home, a comprehensive technology immersion program designed by thought leaders in education, technology and youth to reach the 500+ underperforming middle schools in California. It includes a computing device for students to use both at school and at home, 24 hours of teacher professional development, 6 hours of training for parents, principal and teacher leadership academies, and individualized assessment and learning tools and other features to ensure improved outcomes for underserved students.
Sunne Wright McPeak Wendy Lazarus
President and CEO Founder and Co-President
California Emerging Technology Fund The Children’s Partnership
The Hearst Building 1351 3rd Street Promenade
5 Third Street, Suite 320 Suite 206
San Francisco, CA 94103 Santa Monica, CA 90401
(415) 744-2383 (310) 260-1220