Blog Post 4

   I have only interacted with a few others and seen the tweets of some educational technology pages.  It hasn’t been beneficial or harmful, but more of an observational experience.  To see all pf the pages and tweets out there was a bit surprising and it makes sense that the spread of technological knowledge would be on social media, a large and easily spreadable platform.  Using Twitter as a method of disseminating information relevant information could be helpful as an educator.  Many students now use Twitter to communicate with their friends, and this will most likely continue in the future.  As a future educator, I could use a school Twitter separate from my own to circulate certain materials relevant for class more easily than if I simply told them to go to website.

   The digital divide is the gap between demographics and the regions that have access to technology and communication technology that is not blocked or restricted.  In the United States, access to these is not blocked; however, it is not readily available to everyone outside of schools.  Socioeconomic status can an effect on access to technology because families cannot afford it or simply do not it readily available to them within the community.  As teacher, one way to combat this is to provide physical copies of articles from the internet needed for outside of class and provide plenty of access within the classroom.

   As a hopeful high school English teacher, I believe that students will use software like Encyclopedia Britannica or World Book online to research historical pieces or about authors.  These sources will provide easy access and multitudes of articles and links to provide the information needed for them to find answers.  High school students won’t need programs like ABC Mouse that would be very helpful to younger students.  Their focus is on research and finding materials useful for their projects and assignments, instead of learning software programs that elementary age students would need more than research materials.