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Digital technology and curriculum mapping: towards more inclusive teaching and learning of STEM

Sat, March 22, 2:45 to 4:00pm, Palmer House, Floor: 7th Floor, LaSalle 3

Group Submission Type: Formal Panel Session

Proposal

In Canada, there is a growing recognition of the need to better support language learners in STEM, where they are often underrepresented (Gichuru, 2024). Research indicates that connecting new content to students' prior knowledge enhances learning outcomes (Le Pichon & Cummins, 2020). However, many teachers still seek more effective strategies to manage multilingualism and cultural diversity in their classrooms (DeCoito, 2023).
Our case study presentations explore the interplay between curriculum content, assessment, pedagogical practices, multilingualism, and cultural diversity in STEM education. We have conducted a comprehensive comparative analysis of curricula across thirteen countries, revealing the importance of contextualizing education within diverse linguistic and cultural landscapes. Our asset-based approach connects curriculum subjects with languages and teaching methods to meet the diverse needs of learners.
Additionally, the integration of digital technologies into education brings both opportunities and challenges, especially for multilingual students. To extend our research's reach, we have used digital technology to share our findings on escapeprojects.ca, enhancing accessibility for educators, researchers, and families. This platform showcases the diversity of educational programs and supports transcultural understanding and the exchange of knowledge.
This symposium offers a comparative analysis of STEM curricula, highlighting how digital resources can promote inclusive and equitable education. We examine the impacts of technology on curriculum standardization and explore how digital tools can be adapted to reflect the diverse linguistic and cultural backgrounds of students, enhancing their educational experiences and providing equitable access to all.

Research Questions
• How can comparing curricula help teachers welcome multilingual students while considering their funds of knowledge?
• How can digital technology be used to enhance curriculum mapping across different countries and support inclusive and culturally responsive STEM education?
• How can digital technology create bridges between schools and communities and facilitate knowledge transfer?

Methodology
We conducted a comprehensive analysis of grades 6 – 9 STEM curricula across thirteen countries. Our methodology involved systematic document analysis (Bowen, 2009) of national curricula, textbooks, and supplementary materials to understand the structure, content, and pedagogical approaches of each country’s curriculum. We developed a comparison framework to explore curriculum organization, content, language of instruction, pedagogy, assessment, and cultural context. It also incorporated elements like the social and cultural context to ensure a nuanced comparison. Through our analysis, we identified key similarities and differences in educational systems and approaches and created curriculum maps, concept lists, and multilingual guides to support teachers, families, and students. These resources, available on our website, escapeprojects.ca, include interactive elements to engage users. Finally, we collected feedback through surveys, focus groups, and direct consultations with teachers, researchers, and families, to refine these digital tools and resources, ensuring they meet the diverse needs of educators, families, and students. This comprehensive approach aims to improve STEM education by addressing cross-cultural and linguistic variations.

Theoretical Framework
We adopted a critical interculturalism lens to compare curricula between countries aimed at developing a global perspective and increasing the mobility of multilingual students (Dervin & Hahl, 2015). Critical interculturalism emphasizes the importance of recognizing and valuing cultural differences while simultaneously challenging the power dynamics and inequalities that exist within and between cultures (Dervin & Hahl, 2015). It moves beyond superficial celebrations of diversity to critically analyze how curricula can either perpetuate or dismantle biases, stereotypes, and inequities. This approach critically examines curricula to identify and challenge biases, stereotypes, and inequities, promoting cultural competence within multilingual classroom settings (Moll et al., 1992; Le Pichon et al., 2023b).
Additionally, we employed the concept of reciprocal learning, which views learning as a collaborative two-way process where all participants contribute to and gain from the educational experience (Connelly & Xu, 2019). In the context of comparing curricula, reciprocal learning involves examining both similarities and differences, learning from one another's practices, and partnering with educators to promote the adaptation of STEM teaching and learning. We aim to rethink curricula and ensure that they reflect the diverse experiences of all students in multilingual classrooms and create a space of mutual respect and comprehension. The researchers on this panel bring diverse cultural and linguistic backgrounds, enriching our critical analysis of national curricula and deepening our understanding of various educational contexts.

Results
Our comprehensive curriculum mapping across thirteen countries highlighted similarities and differences in educational approaches, revealing areas where curricula overlap. This analysis enabled us to create online resources tailored specifically for teachers and their students, families, and other interested stakeholders. Through our platform and distribution of these materials, we continuously collected feedback on their impact. Surveys and conversations with teachers, particularly during professional development workshops, demonstrated that learning about curricula of other countries enhanced teachers' understanding of their students' linguistic, cultural, and educational backgrounds.
The feedback we received indicated that teachers were inspired to appreciate students’ diverse backgrounds and to innovate their teaching strategies. Many educators had pivotal moments when they realized some of their students prior learning included different measurement and numeral systems, such as Hindu-Arabic numerals. The interactive digital resources we provided enhanced student engagement and facilitated meaningful conversations among teachers, students, and families. Resources like bilingual concept lists and activities such as “Concept Detective” encouraged students to explore STEM collaboratively by using multimodal strategies and expressing ideas in their preferred languages (Attar et al., 2020).
However, some resistance was observed during the research. Teachers felt overwhelmed to participate in discussions and implement online tools. Some parents lacked digital literacy or expressed reluctance to use digital resources, citing concerns over their children’s excessive screen time.

Conclusion
Exploring global curricula can enhance inclusivity and equity in STEM education, opening doors to diverse perspectives and teaching methods. Digital technology has tremendous potential to revolutionize education by impacting educators, learners, and families. It offers opportunities for more interactive and personalized learning experiences, enhancing communication and family involvement. Additionally, digital resources can significantly reduce language and cognitive demands, making curriculum content more accessible to all students. However, the importance of addressing digital literacy or lack thereof, cannot be overstated. While digital tools can empower students and educators, they can also present challenges that need to be navigated carefully.

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