Identifying Educator Techquity Shifts in a Research-Practice Partnership

• In Event: 32.038 - Advancing Equitable Student Learning Through Teacher Preparation and Professional Development Innovations That Leverage Learning Technologies

Abstract

The study reported in this paper draws upon a larger and ongoing research-practice partnership (RPP; Coburn & Penuel, 2016) between an urban school district (USD) and a research university in the Mountain States. PROJECT [blinded for review] examines and supports K-12 classroom teachers’ practices as designers of technology-rich and culturally relevant education. This study and the RPP both focus upon techquity, defined as practices at the classroom, school, and district level that leverage learning technologies for more equitable and culturally responsive education. This study addresses the following question: What techquity shifts have various RPP stakeholders identified as relevant to the use of learning technologies for culturally relevant education?

PROJECT is a response to dual district-wide commitments. First, USD had advanced curricular, pedagogical, and capacity-building efforts associated with six themes of culturally responsive education (CRE; Nieto, 2000; Noguera, 2001): relationships, cultural identity, vulnerability, assets, rigor, and engagement. Second, USD had advocated educational technology innovation associated with the connected learning model of peer-supported and interest-driven learning (Ito et al., 2013). Educator pedagogy associated with both CRE and connected learning can honor student assets, engage social and cultural capital, and embolden connections with families and communities (Garcia, 2014). Moreover, students’ funds of knowledge – or the experiences, customs, and cultural assets brought into school (González et al., 2013) – can influence how learning technologies will be used, and also how learners can contribute their digital funds of knowledge to teaching and learning (Levy, 2009; Watkins, 2009). Nonetheless, PROJECT responds to “persistent problems of practice” (Penuel et al., 2013) about the ways and extent to which USD educators use learning technologies for student engagement, the exploration of culture and identity, and the pursuit of interest-driven learning.

This study draws upon data from multiple school-based and cross-site workshops conducted throughout the 2015-16 academic school year to design and develop techquity projects (Figure 2). Data collected during these activities included interviews, participant observations, surveys, learning artifacts, and audio and video recordings. The study sample comprises a subset of two focus schools (North Elementary School, South Middle School) and a team of educational technology coaches. Data were analyzed inductively via open coding to identify instances of and qualities associated with techquity shifts, or desired changes to learning technology use for CRE. Findings, including descriptive statistics summarized in Table 2, indicate that stakeholders identified techquity shifts associated with seven categories of learning technology use for CRE: tool affordances, student-centered, social relations, conceptual understanding, disciplinary practices, inquiry practices, and professional learning.

Techquity shifts associated with tool affordances and social relations were most frequently identified across all RPP stakeholder groups. However, all stakeholder groups seldom identified how disciplinary practices, inquiry practices, and professional learning opportunities afforded by learning technologies might advance CRE. Notably, the greatest number of student-centered techquity shifts were identified by educational technology coaches. Findings from this study are an important first step in identifying desired pedagogical and technological changes that might guide educators’ design of teaching practices that leverage learning technologies for CRE.

Author

• Jeremiah Holden Kalir, University of Colorado - Denver