Diversity in the Digital Age: Integrating Pedagogy and Technology for Equity and Inclusion

Autor/in	Kaiser, Kathryn de Groof
Titel	Diversity in the Digital Age: Integrating Pedagogy and Technology for Equity and Inclusion
Quelle	(2019), (192 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-1394-0
Schlagwörter	Hochschulschrift; Dissertation; Diversity; Equal Education; Inclusion; Teacher Attitudes; Technology Integration; Culturally Relevant Education; Technology Uses in Education; Informal Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informelle Bildung; Nichtformale Bildung
Abstract	This qualitative dissertation explores the perceptions of how and why teachers might integrate technology to support their goals of equity and inclusion with a group of teachers who identify as culturally responsive in their pedagogy and describe themselves as fluent in the use of technology in school. Teachers working with students of diverse backgrounds were chosen purposively using an "extreme case sampling" method in order to interview experienced and pedagogically aligned participants. Drawing on in-depth interviews, a review of class artifacts and documents, and a focus group, this study provides critical insights into how self-identified culturally relevant teachers use technology. Discussion of the findings focused on two areas. The first examined how the unique affordances of technology lend themselves as a critical resource for teachers engaged in culturally responsive pedagogy. The second looked at how the self-directed approach of participant teachers led them to seek learning opportunities through informal means, in particular with peers they saw as aligned with their own thoughtful practice in service of their beliefs and values for equity and inclusion. Participants provided evidence that technology can be an active dimension of their work toward equity and inclusion. Thus, this research expands upon existing literature on pedagogical practice in both technology in education and diverse classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01