Growth through Experience

By Maraki Yewondwossen

In my opinion, the design process entailed generating something without constraints, with the exception of the project's assigned theme or topic. We were invited to consider what came to mind when we thought about the definition of "Design" on the first day of class, my thoughts immediately turned to my home studio, which meant me being on the floor next to a balcony window so I can see everyone who walks by. Being on the floor provides me more support and mobility to position myself whenever I choose, and being close to the window eases my mind knowing that things are continuously changing all around me.

I saw that as the course went on, my perspective on design was starting to change. My instructors were designing curricula that demanded more knowledge than creativity from me and my classmates. We worked with people outside of our class and used more ethos and pathos than I had anticipated. As the course progressed, I soon realized that everything we performed was an element of the design process we were instructed to consider at the beginning of class.

Likewise, I had the opportunity to interview some people who did some professional work as individuals who spread awareness about Digital Equity. Our first interviewee, Aishah Bomani, who worked on the Affordable Connectivity Program (Provides A Discount On Internet To Eligible Customers) gave us a brief synopsis of what type of work she does. The ACP considered students under the free and reduced lunch program for discount internet and network connections, and helps set up good internet service for families of those students who didn’t have access to or be able to afford it otherwise. Our other interviewee, Jaime Pena, a Digital Equity Navigator (they know where to get resources on digital equity, and assist locals in learning how to use vital internet tools that offer advice on a variety of topics, including food support, rent, education, work, childcare, government benefits, etc…) works a lot with libraries to make their resources more accessible to everyone, especially those who have visual impairments.

At the beginning of the course, my idea of Digital Equity was to provide technology and internet for students. After speaking with our interviewees, I had a better understanding of the concept of Digital Equity. While working on the project, I was introduced to different approaches when it comes to providing digital services like online tutoring, zoom, bandwidth, and tech services. Ultimately, the goal is to give people digital access, however, Jaime mentioned that it is a process that requires having patience and giving people space to learn. People are usually helpful but not always patient, which is important in this line of work.

I think that my definition of digital equity remains the same. However, the importance of concepts that come with the terminology definitely has a larger significance than I first assumed. My peers and I have taken on this project with unbiased opinions about Digital Equity and ultimately shed some light on the lack thereof.