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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Diversity in the Digital Age :/
其他題名:	Integrating Pedagogy and Technology for Equity and Inclusion.
作者:	Kaiser, Kathryn de Groof.
面頁冊數:	1 online resource (192 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
標題:	Black studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13881234click for full text (PQDT)
ISBN:	9781392213940

Diversity in the Digital Age : = Integrating Pedagogy and Technology for Equity and Inclusion.
Kaiser, Kathryn de Groof.

Diversity in the Digital Age :Integrating Pedagogy and Technology for Equity and Inclusion. - 1 online resource (192 pages)

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2019.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781392213940Subjects--Topical Terms:

2122689
Black studies.
Subjects--Index Terms:

Black educationIndex Terms--Genre/Form:

542853
Electronic books.

Diversity in the Digital Age : = Integrating Pedagogy and Technology for Equity and Inclusion.
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504 $a Includes bibliographical references
520 $a 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.
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