Eliminating Inequitable Practices Through the Development of Technology-Enriched Learning Communities

• In Event: Equity in Technology-Based Environments

Abstract

To address access, adequacy, and equity in diverse communities, high-quality professional development in technology should be provided to educators in schools. Researchers need to better understand how technology is best implemented to create equitable change in teacher practice and the structures that support the needs of all students. Findings from a mixed methods investigation over 17 years, impacting 127,198 students and 8,616 teachers in 304 schools, provided empirical evidence that indicate relationships between instructional technology use and the 10 Practices democratic framework for learning community development. Through a school and university partnership this project supports school leaders as they implement strategies to sustain change as technology-enriched professional learning communities are developed in public schools.

Authors

• Leslie A. Williams, University of Oklahoma

• Linda Atkinson, University of Oklahoma

• Danny Mattox, University of Oklahoma

• Sharon G. Dean, University of Oklahoma