Addressing Digital Divide in Low-Income Education

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Case Analysis Mrs. Adams is a middle school language teacher in a low-income area of Baltimore and has a student who does not have the means to own a computer or have transportation to a library to complete the given assignment. Mrs. Adams is unaware of the situation and assigns her students homework that requires a computer to watch a DVD and complete pages in a workbook. Mrs. Adams noticed Anna was consistently failing to turn in homework, but did well when completing in-class assignments. Mrs. Adams decided to give Anna detention as a consequence for not turning in homework. Anna felt very embarrassed. Anna chose to work on the homework during the detention and caught up on all the previous assignments. When Mrs. Adams asked why she did not complete the homework on time, but did during detention. Anna explained that she did not own a computer at home and did not have the means to travel to a library due to her parents work schedule. Multiple ethical decisions come into consideration within this scenario. Should Mrs. Adams just assume her students have the means to complete homework that requires technology? Was due process given? What would be a fair alternative now that Mrs. Adams is …show more content…

Adams to avoid assigning homework to students who are unable to complete the work due to lack of resources. Non-consequentialism means that all individuals should be treated fairly and equally. No one student deserves more resources than any other student. (Strike & Soltis, 2009). From this point, Mrs. Adams would be aware that not everyone is able to complete a DVD assignment at home. The alternative would be to flip the time of the assignments and watch the DVD during class along with the workbook and assign worksheets or other work that would have been implemented during normal class time as homework. Therefore, all children would have access to the same education and same learning

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