5373: Week 1 Blog

 

Me in my classroom on the first day of school - August 2024

My Introduction:

Hi there! My name is Dana Setchell, and I live just outside of Wichita, Kansas. I have been a special education teacher for 11 years and truly love what I do. Recently, I earned my Master’s in Special Education Administration, and I’m now pursuing a second Master’s in Curriculum & Instruction with a focus on Educational Technology. My interest in EdTech comes from my love of technology and online learning. One of the main reasons I decided to further my education was to expand my career opportunities—whether in educational technology, online teaching, or roles beyond special education. Outside of work and school, I enjoy spending time with my husband and our almost 13-year-old son. I’ve also been a group exercise cycle instructor for 16 years, and in my free time, I love trying new restaurants, spending time with family and friends, and traveling. Last summer I went to Italy, and this summer, I’m excited to travel to London, Paris, Switzerland, and Germany!

Picture Source: https://pressbooks.pub/edd7032018f/

chapter/filling-in-the-equity-gaps-using-technology/#chapter-34-section-1

Closing the Digital Divide:

How Technology Can Be an Equalizer in Education

How Leadership and Technology Shaped Dr. English’s Career

In my review of the interview “Filling in the Equity Gaps Using Technology” with Dr. Erin English (Stachowiak & McClay, 2024), I found that her advancement to a decision-making role in educational technology was driven by hands-on experience, visionary leadership, and progressive innovation. She began as a classroom teacher but was driven into leadership when her school received an Apple grant, requiring her to develop a technology integration plan. This early exposure to digital transformation led her to roles as an IT coordinator, IT director, principal, and district innovation leader.

Her leadership evolved through experiences in different roles, allowing her to see technology’s impact from both instructional and administrative perspectives. Working with visionary leaders like Superintendent Dr. Devin Vodicka, she helped implement district-wide technology strategies focused on equity and access.

Ensuring Equity and Empowering Educators: Aligning with ISTE Essential Conditions

Dr. English’s leadership aligns with key ISTE Essential Conditions, particularly equitable access and professional development (International Society for Technology in Education [ISTE], n.d.). Her commitment to providing every student with devices and internet access supports the Equitable Access condition, while her focus on mandatory parent training and ongoing teacher support reflects the Prepared Educators condition, ensuring all stakeholders effectively integrate technology for learning (ISTE, n.d.).

The Role of Professional Development

Dr. English views professional development as successful technology integration. Teachers received training to use digital tools as transformative learning tools, not just as classroom additions. Also, parents were required to complete mandatory training before students could take home devices, ensuring families were prepared to support learning beyond the classroom.

This aligns with research from Bartholomew et al. (2017), which found that access to technology alone does not improve learning—students need structured support to develop self-directed learning skills. Rule (2006) also notes that authentic, inquiry-based instruction requires continuous professional learning, reinforcing Dr. English’s strategy​​.

In addition, Savery (2006) emphasizes that in Problem-Based Learning (PBL), professional development helps educators shift from traditional teaching to student-centered, problem-solving approaches, which aligns with Dr. English’s commitment to empowering teachers​.

Real-World Challenges in Educational Technology Implementation

Dr. English identifies the digital divide as a major barrier to educational equity. While providing students with devices was a step forward, many did not have home internet access, disproportionately affecting low-income families. To address this, her district implemented hotspot checkout programs, embedded data plans in Chromebooks, and adjusted homework policies to ensure students could continue learning at home.

However, research suggests access alone is not enough. Bartholomew et al. (2017) found that mobile devices did not automatically improve self-directed learning—students needed structured digital literacy support​. Rule (2006) also emphasized that authentic learning is often limited by curriculum constraints and a lack of teacher training​.

Another key challenge Dr. English addressed was teacher readiness. Many educators lacked confidence in using technology for student-centered learning. Savery (2006) found that shifting from traditional to inquiry-based instruction requires ongoing professional development. This supports Dr. English’s focus on providing teachers with research-based strategies​.

These challenges directly connect to my Action Plan from EDUC 5353, where I explored how closing the digital divide is imperative to reducing achievement gaps. Dr. English’s work validates my research findings that simply providing devices is not enough—schools must implement sustainable, equity-driven policies and professional training to ensure technology truly benefits all students.

Critical Perspective: Strengths, Concerns, and Connections to My Action Plan

Dr. English’s approach to leveraging technology as an equalizer is innovative and necessary, particularly in addressing the digital divide and equity gaps. Her emphasis on device and internet access, along with structured professional development, shows a systemic approach to technology integration.

However, an important concern is sustainability. While hotspot checkout programs and data plans are effective short-term solutions, they fail to address long-term broadband accessibility for low-income families. Bartholomew et al. (2017) says that access alone does not improve learning—students need structured digital literacy support​. Without permanent internet solutions, schools risk recreating inequities, especially when funding ends.

This directly connects to my Action Plan from my previous course, Learning Technologies to Bridge the Digital Divide, where I explored how lack of home internet access affects student learning and ways my school district could address it. Like Dr. English’s district, many schools rely on temporary solutions, but true digital equity requires systemic policies for affordable broadband, public Wi-Fi zones, and stronger digital literacy programs.

As my research has shown, bridging the digital divide is not just about technology—it’s about creating lasting opportunities for all students to succeed, regardless of equity gaps.

References

Bartholomew, S. R., Reeve, E., Veon, R., Goodridge, W., Stewardson, G., Lee, V., & Nadelson, L. (2017). Relationships between access to mobile devices, student self-directed learning, and achievement. Journal of Technology Education, 29(1), 2–24. https://doi.org/10.21061/jte.v29i1.a.1

International Society for Technology in Education. (n.d.). Essential conditions for effective tech use in schools. ISTE. Retrieved from https://www.iste.org/essential-conditions-for-effective-tech-use-in-schools

Rule, A. C. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10. Retrieved from https://www.oswego.edu/

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002

Stachowiak, B., & McClay, K. (2024). Filling in the Equity Gaps Using Technology - An Interview with Erin English. In Open Education Text.