The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and learning? They are the other side of the coin and, as a cohort, are as diverse as the students they teach. Today, building staff capacity in the implementation of technology in teaching and learning in higher education still remains a key need. Yet a onesize-fits-all approach may miss the differing needs, views and capabilities of staff. It may also be built and developed upon explicit assumptions relating to staff access, skills and ability. For an equity-based approach to building staff capacity through professional development, empathy is required in purveying staff values, abilities, and needs. To address such issues and empower staff, a robust professional development program on digital technology is but one means to help stem the digital divide between staff haves and havenots.

中文翻译：

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数字平等：将员工的需求视为社会正义问题

高等教育技术进步的推出仍在继续。对员工的担忧使他们无法接受和采用，可能会忽略潜在的影响。自1980年代以来，考虑解决大学生的数字鸿沟和数字公平问题一直是一个日益严重的社会正义问题，但是，有哪些学术和专业人员为他们的教学提供便利呢？它们是硬币的另一面，并且作为一个队列，与他们所教的学生一样多样化。如今，在高等教育中实施教学技术中的人员能力建设仍然是关键需求。然而，万能的方法可能会错过员工的不同需求，观点和能力。它也可以基于与员工访问，技能和能力有关的明确假设来构建和开发。对于通过公平的方式通过专业发展来建立员工能力的方法，在传达员工价值，能力和需求时需要有同理心。为了解决此类问题并赋予员工权力，一个强大的数字技术专业发展计划只是帮助缩小员工贫富之间数字鸿沟的一种手段。