I saw many technologies used in unequal ways.
This includes the ability to do things like to communicate online and create and share media.
ConsiderMinecraft, the popular video game that lets players build cities and towns.
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Minecraft players have to learn how to create and assemble the building blocks like digital Legos.
Players can learn creative skills, too.
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For example, they can design how characters look by creating custom skins.
These activities require the same basic digital skills educators are increasingly asked to teach school children.
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All three schools had plenty of technology available for students to use.
The students told me they used social media and played video games at home.
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Most told me that they were the tech experts of their families.
Further, their teachers and administrators explained that teaching digital skills was an essential part of their class curricula.
The main differences were demographic.
One of the schools had mostly wealthy, white students none of whom gotfree or reduced-priced meals.
I observed that their teachers responded to these different kinds of student communities in different ways.
At the school with mostly wealthy, white students, teachers considered digital play as essential to learning.
Why cant the garage be at school?
Teachers at this affluent school tended to see pupils as future innovators.
The teachers I observed didnt punish them for playing online.
If they learn technology its for that purpose.
However, I saw that this also extends to assumptions about students socioeconomic status and technology use.
I believe that this happened due to stereotypes that colored what the teachers believed about their students.
These beliefs regarding race and class shaped whether they saw students digital skills as valuable or not.
