Teaching Underserved Students With Technology: Unpacking K–12 Teachers' Perceptions and Practices

• In Event: Defining and Enacting Equitable Technology-Based Teaching Practices

Abstract

This case study unpacks K-12 teachers’ perceptions and practices in using technology to teach underserved students. The research site is a U.S. school district with a majority of students with low socioeconomic status, students of color, and multilingual learners. The data included verbatim transcriptions of interviews with 48 teachers, which were qualitatively analyzed. Results indicate that teachers mainly perceived that technology enables students’ access to lesson slides and learning resources. They also valued technology use in collecting student data (from digital assignments and quizzes) to inform teaching. Teachers’ prevalent perceptions about the educational roles of technology explained their daily teaching practices, where technology was used extensively for teacher-centered instructions. We discuss ways to promote student-centered technology use for learning.

Authors

• Yin Hong Cheah, University of Idaho
  Presenting Author

• Joan E. Hughes, University of Texas at Austin
  Presenting Author