Metaproblems About Techquity: Defining Joint Work in a Research-Practice Partnership

• In Event: 68.048 - Methodological Complexities of Understanding Learning

Abstract

Little is known about practices and supports needed for educators to broker student learning beyond the classroom and among their interests and everyday settings. This study examines a research-practice partnership organized around the codesign and scale of techquity, defined as practices at the classroom, school, and district level that leverage technologies for more equitable and culturally responsive education. The concept of metaproblems (Jonassen, 2000) is adopted to analyze the problems of practice that focused joint work about codesigned techquity practices and the positioning of educators as techquity brokers. Three metaproblems defined partnership joint work: Using tools for engagement, exploring culture and identity, and pursuing interest-driven learning. The importance of these metaproblems for continued collaboration in the research-practice partnership is discussed.

Author

• Jeremiah Holden Kalir, University of Colorado - Denver