Conceptual and Operational Definitions of Equity
Regarding the concept of equity, different opinions and theories can be taken into account, and scholars’ views concerning the characteristics of this phenomenon may differ. The opinion presented by Alexander (2013) that focusing on the issue of equity in education “is a necessary but not sufficient step in policy analysis” is logical since a series of innovations is required (p. 58).
It is impossible to achieve an identical approach to learning without additional reforms, for instance, ensuring free access to educational resources, which indicates the multiplicity of possible measures. Bulkley (2013) considers that there is no any opportunity to provide the clear framework of what can allow achieving the equation of educational outcomes. From my point of view, the conceptual definition of equity implies ensuring a fair approach to education, regardless of individual characteristics and views. An operational term may include the definition of this phenomenon as a set of measures aimed at overcoming differences and the effects of constraints.
Technology and Equity
Using the achievement of technical progress in the process of achieving equity is possible. However, according to Tawfik, Reeves, and Stich (2016), the implications of innovative development can be both intended and unintended. In the first case, the application of modern technologies contributes to improving people’s literacy and gives equal opportunities in obtaining knowledge. Nevertheless, the authors also mention the poor groups of the population and argue that the inability to afford technological innovations reduces their chances of equal opportunities with others, which happens unintentionally (Tawfik et al., 2016).
As Rogers (2016) remarks, technological innovations are the means that can both promote education among the population and limit it, and the Internet makes it easy to implement it. Hardesty, McWilliams, and Plucker (2014) also note “the potential relationship between lack of availability to technology and widening excellence gaps” (p. 71). Therefore, the problem in question is ambiguous and requires consideration from different angles.
References
Alexander, N. A. (2013). Policy analysis for educational leaders: A step by step approach. Upper Saddle River, NJ: Pearson Education.
Bulkley, K. E. (2013). Conceptions of equity: How influential actors view a contested concept. Peabody Journal of Education, 88(1), 10-21. Web.
Hardesty, J., McWilliams, J., & Plucker, J. A. (2014). Excellence gaps: What they are, why they are bad, and how smart contexts can address them… or make them worse. High Ability Studies, 25(1), 71-80. Web.
Rogers, S. E. (2016). Bridging the 21st century digital divide. TechTrends, 60(3), 197-199. Web.
Tawfik, A. A., Reeves, T. D., & Stich, A. (2016). Intended and unintended consequences of educational technology on social inequality. TechTrends, 60(6), 598-605. Web.