Differentiating assignments based on resource availability is important; For example, in a unit on waves in Physics, students with access to online resources could watch simulations of wave interference and complete virtual labs, while those without can analyse diagrams or participate in classroom-based activities, like creating ripple patterns in water or using slinkies to observe wave patterns. By using this strategy, you can create a physics curriculum that allows all students, regardless of their technology access, to participate meaningfully and develop a strong foundation in the subject.

As an edtech professional working on designing a curriculum with a tech gap for learners, you should ensure that you offer accessible resources offline. When tasks are assigned at the end of each learning module, ensure that deadlines re flexible for every learner.

When designing a curriculum with unequal technology access, it's crucial to implement a blended approach that balances digital and non-digital resources. I would ensure learning materials are available in various formats, such as printed handouts and offline activities, to accommodate those with limited access. Flexible deadlines and adaptable assignments support students facing connectivity challenges. Partnering with community centers or libraries for resource access can bridge gaps. Emphasizing skill development that doesn’t rely solely on technology ensures all students, regardless of access, have equitable opportunities to engage and succeed in their learning journey.

Equity must be at the heart of our approach. We speak if flipped classrooms a key strategy is to “flip back” the classroom to ensure that no student is left behind. In a traditional flipped classroom, students would engage with online materials, such as videos and readings, at home before coming to class for active discussions or hands-on activities. But when technology access is limited, we can re-imagine this approach. Here, instead of relying on digital assignments at home, prioritize hard copies of materials and use the classroom as the primary space for content delivery. In this “flipped back” model, class time is leveraged to review foundational concepts through lectures or collaborative group work.

From my understanding, to ensure learning without technology is to put your pupils in a place where you can ask them to be resourceful. First, I would ask them to do an experiment or project using only materials that are in their homes and are not useful anymore, like a Dictionary with materials named bilingual, reading in any book or listing in a real dictionary (just to make them able to use it). Use all the books that are available, with an educational content and have a discussion or simulate one of the techs trendies to explain a topic... are many, many ways to teach without TICs

Equity in education begins with adaptable design. 1) Provide Multi-Access Options Ensure that learning materials are available in both digital and physical formats. Students without high-tech access can use printed packets or offline resources to stay engaged. 2) Use Low-Tech Solutions Where digital access is limited, incorporate low-tech tools like SMS, phone calls, or radio broadcasts to bridge the gap. These ensure students can still participate in meaningful ways. 3) Community Support & Flexibility Partner with community centers or libraries where students might access tech resources. Also, offer flexible timelines for assignments, so all students have a fair chance to succeed, regardless of their tech situation.

Providing differentiated learning materials is key to meet all your learners and give equal access to education. Providing all materials in a print version in addition to an online version holding the same grading standard and flexibility for deadlines for all learners.

Designing a curriculum that accommodates unequal technology access requires thoughtful integration of resources to ensure all students thrive. Utilise free or low-cost educational tools like Google for Education, Khan Academy, and CK-12 Foundation, which provide accessible content across various devices. Leverage existing school subscriptions such as Adobe Creative Cloud, incorporating tools like Adobe Firefly for creative projects, or Microsoft Office 365 Education, which offers free applications for students and educators. Provide non-digital materials for students without reliable access to technology and implement device-sharing programs or community partnerships to enhance access outside school.

Encourage project-based learning with household items. Assign tasks that utilize commonly available materials, enabling students without technology access to engage actively in meaningful learning. Another way is to use peer-support systems. Pair students with strong tech access and skills with those who may lack resources, fostering collaboration and ensuring everyone benefits from shared knowledge and support.