Why Technology? Privilege.

Let's talk about privilege.

The very idea of privilege contradicts the American Dream, the idea that if you just work hard enough then you can come out on top--that through your own determination and grit, you can over come 'humble beginnings' and make a place for yourself. Because the idea of being a 'self-made man' is a major American value, naturally the concept of 'privilege' affecting one's ability to pursue the American Dream is a controversial concept that has almost everyone up in arms. If you don't believe me, just search for #privilege on twitter or Facebook.
The point of my blog is not to discuss whether or not privilege is a 'thing,' but adheres to the assumption that inequitable opportunity exists and education can serve as a means of promoting or deconstructing the divide that 'privilege' enforces. Utilizing technology in the classroom is one way educators can help the underprivileged gain some ground.

Traditional forms of writing privilege some students and marginalize others, which has long term effects.

Alternative forms of writing can still accomplish the common core objectives and often encourage higher levels of complex thinking. This is true for students who are accustomed to traditional forms of writing as well as students who aren't afforded such a privilege. By incorporating technology into the curriculum to utilize alternative forms of writing, everyone is better served. The privileged and underprivileged are challenged in new ways that interest and motivate them, as well as prepare them for a changing world environment so dependent on technology. However, adhering mainly to traditional forms of writing and failing to adequately utilize technology in the classroom has more negative effects for those that are underprivileged. Janet Swensen best summarized it this way:


"Choosing or asking our students to choose a five-paragraph essay as a discursive form --instead of, for instance, a blog-- embraces 'one version of economic, social, and political arrangements over another'. . . . The array of discourses and rhetorics that currently 'count' in school settings as suggested by our description of one of the most common forms--the essay--is neither very large nor very diverse. The valued forms privilege a subset of students (and faculty and community members) and marginalize others, at great immediate as well as longterm costs to individuals and communities" (Swensen 359).


Because the currently valued forms of writing privilege a subset of individuals while marginalizing others, if educators fail to teach alternative styles of writing then they are strengthening the divide between the privileged and underprivileged. By adhering to traditional forms of writing, many students face a significant disadvantage that affects the rest of their lives. Because every one of our students is likely interactive with technology on a daily basis, we need to help students learn how to effectively communicate through technology. Swensen also suggested that since communication "will occur most often in the future in digital environments," and it is through communication that we "exercise our political, economic, and social power," educators risk contributing to the "hegemonic perpetuation of rigid social/economic classes" when they don't demand equitable access to technology and properly trained teachers for all students (365). What this means is that because the world is becoming increasingly dependent on technology as a means of communication, and it is through communication that individuals are able to voice their opinions and concerns, students need to be prepared to do so in order to have any sort of 'power.' When we prepare students "with only the same literacies that have been privileged for the past century," we "will not [adequately] prepare them for the next one" (Swensen 366).

'Social Positioning' can inhibit participation, but the incorporation of technology can help blur that rigidity.

Specifically through the use of online discussion boards (such as Slack or Blackboard), students can feel more comfortable participating in a space that doesn't enforce the "'social positioning of a classroom' that often keeps students from finding their own voices and expressing themselves" (English 59). By creating aliases (that the teachers tracks), students often feel more comfortable giving and receiving feedback on their ideas and writing. Using online forums for class discussion creates a space where "teachers and other students can interact more with students" because those that might not feel comfortable speaking up in class can compose an elaborate, thoughtful response online (English 59).