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Digital equity: a social justice issue for staff, not just students

Willems, Julie 2015, Digital equity: a social justice issue for staff, not just students, in ASCILITE 2015: Proceedings of the Australasian Society for Computers in Learning and Tertiary Education 2015 Conference, [Australasian Society for Computers in Learning in Tertiary Education], [Perth, W.A.], pp. CP:257-CP:260.

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Title Digital equity: a social justice issue for staff, not just students
Author(s) Willems, Julie
Conference name Australasian Society for Computers in Learning and Tertiary Education. Conference (2015 : Perth, W.A.)
Conference location Perth, W.A.
Conference dates 29 Nov. - 2 Dec. 2015
Title of proceedings ASCILITE 2015: Proceedings of the Australasian Society for Computers in Learning and Tertiary Education 2015 Conference
Editor(s) Reiners, T.
von Konsky, B. R.
Gibson, D.
Chang, V.
Irving, L.
Clarke, K.
Publication date 2015
Conference series Australasian Society for Computers in Learning and Tertiary Education Conference
Start page CP:257
End page CP:260
Total pages 4
Publisher [Australasian Society for Computers in Learning in Tertiary Education]
Place of publication [Perth, W.A.]
Keyword(s) digital equity
digital divide
social justice
educational technology
higher education
professional development
educational equity
Summary It can be forgotten that it is not simply students who face the challenges of digital equity in higher education. Staff can also face digital challenges, and employment at an institution is not necessarily a safety net to protect staff from the digital divide. This paper attempts to give this voice to this issue. The digital equity challenges that they may face can range from internet accessibility, diversity in skills, or access to the required equipment and software, including necessary upgrades. This process is, however, is compounded when staff are geographically dispersed from the institution, disconnected by time, or where access to technology and Internet connectivity varies greatly between the institution’s sites. Much of these issues can be beyond the control and capacity of staff to alter. However, in terms of a staff-led approach to address such issues and empower others, a robust professional development program on digital technology is but one means to help stem the digital divide between staff ‘haves’ and ‘have nots’.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2015, Australasian Society for Computers in Learning in Tertiary Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081220

Document type: Conference Paper
Collection: Faculty of Science, Engineering and Built Environment
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