Abstract

This paper documents the evolution of the Equity-Centered Transformative Technology (EqTtech) Lesson Analysis Tool developed for teachers to analyze how emerging technology can be used to have a transformative effect on equity-centered instruction. Three themes emerged from preservice teachers’ reflections on how technology integrated mathematics lessons can advance equity: (1) equitable instruction is fostered through authorship and the sharing capabilities of technology, (2) real-time use of technology allows for formative assessment and differentiation of instruction, (3) dynamic tools support inquiry-based learning, and connections to powerful mathematics. These three themes and the iterative design research in three semesters of preservice methods courses led to the design of practice-based learning modules and the refinement of the EqTtech tool. We share the EqTtech lesson analysis tool so that teachers can identify key dimensions in technology that have transformative potential to enhance access to inquiry based learning, promote positive math identity through authorship and agency, provide formative assessment and differentiation, encourage collective thinking, and amplify mathematical thinking processes.

Citation

Suh, J., Roscioli, K., Leong, K. & Tate, H. (2022). Transformative Technology for Equity-centered Instruction. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1559-1567). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2023 from https://www.learntechlib.org/primary/p/220920/.

© 2022 Association for the Advancement of Computing in Education (AACE)