Addressing Inequities in Educational Opportunities and Access Through Democratic Principles and Technology-Enriched Learning Community Development
Year: 2019
Type: conference-paper
Abstract: To address access, adequacy and equity in diverse communities, high quality professional development in technology should be provided to educators in schools (Fenton, 2016).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 (Lawless & Pellegrino, 2007).Findings from a mixed methods investigation in 12 samples, impacting 84,226 students and 5,717 teachers in 207 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 learning communities are developed in public schools.
DOI: 10.3102/1443751
Author: Leslie Williams
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4292846558