Regular readers of this blog will know that EvCC, like many community colleges across the country, continues to engage with knotty, challenging questions of equity in higher education. Conversations about equity have been central to Guided Pathways efforts at the college (and long before), and they’re also part of our work at the Center for Transformative Teaching. A few months ago, I wrote on this blog about my initial investigation of potential equity gaps in online course enrollments, and I’ve continued to think about this problem since then.
Equity in online, hybrid/blended, and technology-enhanced learning environments is in many ways a classic manifestation of the digital divide — inequalities in “access to, use of, or impact of information and communication technologies” (Wikipedia). The heart of the problem, in my mind, lies in the final part of that definition: the impact of technologies on the people using them. While we tend to be pretty good about asking important questions related to students’ access to technologies, all too often we overlook an even more significant question. Once we’ve ensured all students have access to learning technologies (for instance, through low-cost laptop rentals — a service we provide to students here at EvCC) what are we doing to ensure that the use of those technologies is providing the same advantages to all students? Are we inadvertently perpetuating inequities by assuming that the beneficial effects of educational technologies are evenly distributed and available to all?