Access Indicators

Jones, Valdez, Nowakowski, and Rasmussen (1994) describe four indicators--connectivity, ubiquity, interconnectivity, and equity--that denote equitable and effective access to technology:

Connectivity: "Connectivity refers to the technology's ability to access rich resources within and beyond the school because it is connected to those resources. Connections between a school and a telecommunications source must be in place if the school is to benefit from the wealth of free and low-cost resources on the information highway." (p. 14)

Ubiquity: "In terms of ubiquity, the ideal situation would be for all students to have their own networked computer. Since that probably won't be the case anytime in the near future, technology is considered ubiquitous when computer, printer, media technologies, and other equipment are easily and readily available to teachers and students for problem solving, communication, collaboration, and data exchange. Simply having a computer or multimedia lab in every school is not ubiquitous, because students and teachers have to physically go somewhere and perhaps wait for some length of time before they can use the equipment. Networks of computers and other equipment--especially printers--throughout the school indicate high technology performance." (pp. 14, 16)

Interconnectivity: "Interconnectivity occurs when students and teachers communicate and collaborate in diverse ways (exchanging data in different formats and publishing, for example) using technology." (p. 16)

Equity: "For a school to be connected and interconnected, and for its technology to be ubiquitous, means that everyone has access to the best and most extensive resources the technology has to offer. If a system has home-school connections but no connections to the local library system or to the Internet, or if only students in gifted classes or in magnet schools know how to use those connections effectively, the technology is not being used equitably. Technology in schools should be available to all students so that everyone has access to rich and challenging learning opportunities." (p. 16)

References