Southgate digital equity tool

Made available with permission from author and publisher.The Southgate Digital Equity Tool has been developed to assist policy makers and practitioners in making informed decisions about the way they engage consumers in services and programs in the digital era. Initially developed for use by health organisations, the tool can be adapted for use by any organisation to guide thinking around the impact of traditional and digital communication on different client/consumer/population groups, with a focus on the impact of shifting to, or increasing, digital engagement with them. The basis for the tool is the assumption that digital engagement strategies will impact on client/consumer groups differently, with a differential impact on intended outcomes, especially on accessibililty of services, information and participation. The tool can be used to examine one strategy or a set of communication strategies which address a particular issue, a geographic area, a group or a population. Part 1 is a Workbook and Part 2 is a Guide to assist in completing the Workbook, including descriptions and examples. The digital equity tool can help you and your organisation to examine: (1) The current mix of communication and engagement modes across a certain service or issue; (2) A proposed change in this mix; (3) The impact of a change in mix retrospectively; (4) Mitigation strategies to limit negative impacts

Student experiences of technology integration in school subjects: A comparison across four middle schools

This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering students’ perspectives may provide a significant reframing of adult-created rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6th and 7th students (n=1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities in the four schools and emphasizes the need for awareness and inclusion of students’ digital experiences to form any trajectory toward establishing digital equity and learning in schools

Communities of Designers: Transforming a Situation into a Unified Whole

A new player, digital technology, has entered into the already variegated and often contentious world of teaching and teacher education. This new player promises to disrupt existing practices in some as yet undefined way. It is not surprising that its eventual impact on learning or on educational equity is uncertain, when there is still great uncertainty around basic questions such as which digital tools ought to be considered or what they cost. The previous chapters in this book make a major contribution to the conversation about (digital) technology in education. They address three large questions: How should we integrate technology into learning? What happens when we do? How do we learn to do it (possibly better than before)?published or submitted for publicationnot peer reviewe

An Empirical Analysis of Equity Default Swaps (II): Multivariate Insights

Equity default swaps (EDS) - contracts that trigger a payment when the underlying equity price falls below a predetermined level - have attracted much attention recently because of their similarities to credit default swaps (CDS) on the one hand, and American digital puts on the other. Particular interest has been received by Collateral- ized debt obligations (CDOs) referencing a portfolio of EDSs, which not only requires the univariate assessment of the risks inherent in EDSs, but also the analysis of dependencies between EDSs (and other asset classes). In this paper, we specifically address correlation or dependency aspects of EDSs, by applying techniques developed for estimating default correlation. Based on Standard & Poor’s CreditPro and Compustat (North America) databases, extensive empirical research is presented. Amongst the main findings are that EDS correlations for standard strikes/barriers of 30% are significantly higher than default correlations, and increase in barrier level, but only for strikes above 50%. This indicates a barrier dependent correlation concept.EDS Equity Default Swap Correlation

Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning

Collaborative group work is common in writing classrooms, especially ones assigning digital projects. While a wealth of scholarship theorizes collaboration and advocates for specific collaborative pedagogies, writing studies has yet to address the ways in which privilege tied to race, gender, class, and other identity characteristics replicates itself within student groups by shaping the responsibilities individual group members assume, thereby affecting students\u27 opportunities for learning. Such concerns about equity are especially pressing where civically and professionally valuable twenty-first century digital literacies are concerned. This article uses theories of cultural capital and the participation gap to (1) analyze role uptake in case studies of diverse student groups and (2) suggest ways to expand writing studies\u27 current use of metacognition to address such inequities

How do interactive tabletop systems influence collaboration?

This paper examines some aspects of the usefulness of interactive tabletop systems, if and how these impact collaboration. We chose creative problem solving such as brainstorming as an application framework to test several collaborative media: the use of pen-and-paper tools, the ‘‘around-the-table’’ form factor, the digital tabletop interface, the attractiveness of interaction styles. Eighty subjects in total (20 groups of four members) participated in the experiments. The evaluation criteria were task performance, collaboration patterns (especially equity of contributions), and users’ subjective experience. The ‘‘aroundthe-table’’ form factor, which is hypothesized to promote social comparison, increased performance and improved collaboration through an increase of equity. Moreover, the attractiveness of the tabletop device improved subjective experience and increased motivation to engage in the task. However, designing attractiveness seems a highly challenging issue, since overly attractive interfaces may distract users from the task

A Rule Set for the Future

This volume, Digital Young, Innovation, and the Unexpected, identifies core issues concerning how young people's use of digital media may lead to various innovations and unexpected outcomes. The essays collected here examine how youth can function as drivers for technological change while simultaneously recognizing that technologies are embedded in larger social systems, including the family, schools, commercial culture, and peer groups. A broad range of topics are taken up, including issues of access and equity; of media panics and cultural anxieties; of citizenship, consumerism, and labor; of policy, privacy, and IP; of new modes of media literacy and learning; and of shifting notions of the public/private divide. The introduction also details six maxims to guide future research and inquiry in the field of digital media and learning. These maxims are "Remember History," "Consider Context," "Make the Future (Hands-on)," "Broaden Participation," "Foster Literacies," and "Learn to Toggle." They form a kind of flexible rule set for investigations into the innovative uses and unexpected outcomes now emerging or soon anticipated from young people's engagements with digital media

Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

This paper presents a classroom study that investigated the potential of using touch tabletop technology to support children's collaborative learning interactions. Children aged 7-10 worked in groups of three on a collaborative planning task in which they designed a seating plan for their classroom. In the single-touch condition, the tabletop surface allowed only one child to interact with the digital content at a time. In the multiple-touch condition, the children could interact with the digital content simultaneously. Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion. In the multiple-touch condition, children talked more about the task; in the single-touch condition, they talked more about turn taking. We also report age and gender differences