An Instructional Technology Facilitator's Role in Culturally Responsive Pedagogy Using a Critical Race Theory Lens

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26

Teaching Methods; Culturally Relevant Education; Critical Race Theory; STEM Education; Access to Education; Educational Technology; Inclusion; Educational Change; Educational Benefits; Elementary School Students; Kindergarten; Females; Minority Group Students; Equal Education; Coaching (Performance); Facilitators (Individuals); Faculty Development; School Districts; Pedagogical Content Knowledge; Technological Literacy; Elementary School Teachers

2693-0900

The author of this article utilized a Critical Race Theory (CRT) framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice to ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being "inherently good," to considering who benefits from technology, and why. An ITF's perspective has the power to create a more inclusive practice for the classrooms they support which may result in being champions for culturally responsive Universal Design for Learning (UDL) to reach all students. Though the focus in this article is on the ITF role within a K-5 setting, concepts can also be applied to any coach or leadership role within a K-12 setting.

As Provided

2024

EJ1428188