Gardening and Watering 21st Century Soil: Culturally Responsive and Technology Enhanced Instructional Design in K12 Schools

Autor/in	West-Frazier, Elissa J.
Titel	Gardening and Watering 21st Century Soil: Culturally Responsive and Technology Enhanced Instructional Design in K12 Schools
Quelle	(2023), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8435-8
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Technology Uses in Education; Instructional Design; Elementary Secondary Education; African American Students; Hispanic American Students; Academic Achievement; Achievement Gap; Technology Integration; Access to Computers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulleistung
Abstract	Decades of research have documented the positive impact of culturally responsive teaching on academic outcomes for African American and LatinX students. However, as the field of education has become increasingly embedded with technology as a powerful tool of instruction, more attention is needed to understand how culturally responsive teachers use technology to close achievement gaps. Although national public policy over the last twenty-years has documented the negative impact of the digital divide on low SES, African American and LatinX students, large-scale efforts to close the divide have focused primarily on access to devices only. More recently, the second digital "use" divide has brought attention to examining teachers' instructional practices after the physical technology infrastructure is in place. This qualitative case study explored how, why, and in what ways culturally responsive teachers used technology. Data from this study revealed that teachers' pedagogical beliefs, their personal schooling experiences, training, disposition, mentorship, and expectations from school administrators influenced the ways in which they integrated technology with culturally responsive intentionality. This study provides insights for school leaders [post-COVID] tasked with the imperative to provide both access to technology and support for the uses of technology towards closing persistent achievement gaps. This information can also prove valuable for teachers seeking to improve technology-enhanced instructional practices toward providing equitable school experiences and long-term positive outcomes for an increasingly culturally diverse public-school population across the United States. [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