It is a mistake to assume that all members of the school community understand the nature of the achievement gap challenge. Getting stakeholders focused on the achievement gap is a challenge regardless of the demographic profile of a school, district, or community.
At NECC, I visited several booths that dealt with the open source software movement. (See my previous post.) I had been using Firefox, an open source browser, for quite a while. I had also just begun to use Mozilla, an open source mail client.
The Center for Excellence and Equity in Education (CEEE) seeks to promote greater participation of underrepresented groups in the sciences and to encourage academic excellence for all. It's where I learned lots of ways to use technology to interest my students -- girls in particular.
Several years ago, I was in Africa with teachers from places that were just pinpoints on the globe to me. There were participants from Argentina, Burkina Faso, Cameroon, Egypt, Kenya, Latvia, Macedonia, Madagascar, the Netherlands, Nigeria, Romania, South Africa, Ukraine, and more.
I have been working in educational technology for a long time. I was a teacher who discovered the magic of using technology, and so please know my stance is not political -- unless you think only in red and blue.
Two years ago, my middle school bought six iPods. I was a little baffled with the purchase, because we had so many other technology needs the money could have been spent on. Weren't we just indulging a small population in our school that wanted to be able to listen to music?
As minority teachers from all over the United States, a number of us informally worked to promote digital equity for years and years, organizing with the help and the influence of Jennelle Leonard of the U.S. Department of Education, who served as a mentor for us.