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Throughout the following pages, teachers from across greater Los Angeles discuss the issues of equity and access to technology in urban schools and share ways in which they incorporate technology in their classrooms in order to bridge the "Digital Divide".
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:. Fullerton High School
(Fullerton Joint Union High School District)
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:. Other Features
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A Comparison of Two Schools: Measuring Resources
by Aimée Stanfield Arreygue
Arreygue compares the access and use of technology in a Los Angeles area middle school with that of an Orange County suburban high school. Her findings suggest that access and the lack of availability of technology in the classroom are not the only impediments to the use of technology for meaningful learning. |
Employing Technoloy in Education
by Joanna Goode, Santa Monica High School & UCLA
Goode addresses various aspects of the "Digital Divide" and discusses how traditional roles of teaching and learning must be rethought in the context of these new technologies.
The Few, the Proud, the Technologically Literate: A Portrait of Technology Pioneers in Urban Schools
by Solange Castro Belcher, UCLA
After investigating teachers' use of technology in Los Angeles schools, Belcher illuminates stories about the successful implementation of technology in the classroom and examines institutional barriers that prevent more teachers from including technology in their lessons.
 Audiofiles of Teacher Talk
Los Angeles area teachers respond to the question "What are the barriers and/or obstacles that need to be overcome in order for you and your students to use computers for meaningful learning?"
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:. Jordan High School
(LAUSD, Local District I)
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CENSUS 1790: A GIS PROJECT
by Herschel Sarnoff
Sarnoff discusses how the implementation of Geographic Information System mapping software into his curriculum allowed his students to create maps representing US census data from 1790. He also offers conclusions regarding teaching GIS at the high school level. |
:. Hosler Middle School
(Lynwood Unified)
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It’s Not Just About Computers:
A Middle School Teacher Calls for Action
by J. Nick Liberato
Writing from three different perspectives, that of a blue-collar worker, a practicing scientist , and an educator; Liberato warns against placing blind faith in technology in education. Instead, he suggests that teachers maintain critical perspectives on the trend to transform education around these technologies. |
