Accessing Digital Learning Communities
The research into my access was enlightening. My internet speed was not nearly as fast as I thought it should be based on my internet subscription. I do not typically have difficulty using the internet, so the low speeds surprised me. I did learn that certain times of day are typically slower because more people are online.
There were only 2 broadband providers in my area. One had significantly higher advertised speeds than the other. One hundred percent of my state had access to at least 1 broadband provider, and my county had almost 95% with access to 2 or more broadband providers.
Although most of the US has good access, students from other countries may have more difficulty in accessing the internet. If teaching internationally, consideration would have to be given to those students by providing them with extra time or meeting with them during specific times when they can access the internet in a public location, such as a library.
I think finances are an important to consider when reviewing DLCs. Many teachers have limited funds and students typically have no extra money to spend, so resources that are not free may keep a lot of teachers or students from joining. Finding interesting free DLCs for students would ensure they all had access.
Accessibility based on disability is something I do not personally deal with, but is something I have considered as I have had students with various disabilities. For example, a deaf student may have a hard time accessing digital content in the form of a video or sound clip. A student with physical disabilities may have a hard time using a mouse or a touch pad. Making sure to introduce DLCs that have a variety of resources that are differentiated for all learners is key.
The research into my access was enlightening. My internet speed was not nearly as fast as I thought it should be based on my internet subscription. I do not typically have difficulty using the internet, so the low speeds surprised me. I did learn that certain times of day are typically slower because more people are online.
There were only 2 broadband providers in my area. One had significantly higher advertised speeds than the other. One hundred percent of my state had access to at least 1 broadband provider, and my county had almost 95% with access to 2 or more broadband providers.
Although most of the US has good access, students from other countries may have more difficulty in accessing the internet. If teaching internationally, consideration would have to be given to those students by providing them with extra time or meeting with them during specific times when they can access the internet in a public location, such as a library.
I think finances are an important to consider when reviewing DLCs. Many teachers have limited funds and students typically have no extra money to spend, so resources that are not free may keep a lot of teachers or students from joining. Finding interesting free DLCs for students would ensure they all had access.
Accessibility based on disability is something I do not personally deal with, but is something I have considered as I have had students with various disabilities. For example, a deaf student may have a hard time accessing digital content in the form of a video or sound clip. A student with physical disabilities may have a hard time using a mouse or a touch pad. Making sure to introduce DLCs that have a variety of resources that are differentiated for all learners is key.
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