The Democratization Potential of 1:1 Technology in a Low-Income Eighth Grade

• In Event: Poster Session 14
  In Poster Session: Poster Session: Research on Innovations in Learning Technologies

Abstract

Using critical theory of technology and critical pedagogy with a qualitative case study, this research explored experiences of a low-income eighth grade, contributing to critical theory and factors affecting 1:1 technology’s democratizing potential. The study asked: To what extent do 1:1 technology integration uses and associated pedagogical practices foster Margins of Maneuver in an eighth grade comprised of a student population that is predominantly economically disadvantaged? The study found: 1) a technology-enhanced learning culture: 2) a teacher shift to facilitator roles; 3) instances of engaged, experiential, and inquiry learning and higher order technology uses; 4) in-progress efforts to strengthen student voice and self-identity; 5) inconsistent intentionality and tension with the Knowledge Economy. Nevertheless, micro-resistances occurred that characterize 1:1’s democratization potential.

Author

• Maria D.S. Andrade Johnson, Loyola Marymount University