Addressing Educational Inequities Through the Development of Democratic IDEALS and Technology-Enriched Learning Communities

• In Event: Innovative Approaches to Teacher Development, Classroom Observations, and Addressing Educational Inequities

Abstract

To address educational inequities 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 integrated to create equitable change in teacher practice and structures that support the needs of all students. Findings from a mixed methods investigation over 18 years, impacting 136,461 students and 9,250 teachers in 325 schools, provided empirical evidence that indicate relationships between authentic, instructional technology use and democratic practices for learning community development. Through a research-practice partnership, this project supports school leaders and learning teams as they implement strategies to sustain change as technology-enriched professional learning communities are developed in public schools to ensure equitable learning opportunities are provided for all students.

Authors

• Leslie A. Williams, University of Oklahoma

• Linda Atkinson, University of Oklahoma

• Sharon G. Dean, University of Oklahoma

• Danny Mattox, University of Oklahoma