Bridging the Digital Divide: Empowering Learners Through Equitable Technology Integration

Outline

Outline:

Introduction (5 minutes)
a) Problem, Purpose Statement, and Literature Review: Technology is often employed in disparate ways, particularly for disadvantaged school populations.
b)Methodology: Mixed methods study- Share Quantitative Phase 1 survey data; Qualitative Phase 2 data- interviews, observations, student work samples

Unveiling the Divide: Data and Trends (10 minutes)
a)Presentation of Research Findings: Charts, graphs, and quotes from the participants’ own words
b)Connection to prior literature

Building Bridges and Empowering Learners (10 minutes)
a)Practical Solutions and Strategies: Using the data to shift the narrative and shine a light on exemplary practices in low income schools.
b)Toolbox for Transformation: Sharing a QR code with ready-to-use resources that promote higher-order thinking and digital platforms that bring out the content creator in every student.

Questions and Reflection: Next Steps (5 minutes)
a)Engage in Dialogue with Participants: How are they using technology to bridge the divide in their schools? What are ways that students are making the shift from consumer to creator in their buildings?
b) Networking: Share contact information

Process
● Tactics for Engagement: A variety of engagement techniques will be used every 5-10 minutes depending on session participation, such as asking questions or pausing for clarification. Since the nature of a poster presentation is very flexible, my goal is to let the participants guide the questions and conversations as appropriate. Therefore, times shown above may not be applicable. The hope is that I will repeat this outline several times over the course of the poster session.

● Reference and Highlight ISTE Standards and Transformative Learning Principles: A component of my poster will share how these standards connect to and guide my presentation

● Visuals and Multimedia: I plan to use charts, images, and multimedia elements to enhance engagement in my presentation. This also includes interactive elements such as QR codes and online polls to garner audience input on their own use of technology integration to promote higher-order thinking.

Supporting research

Andrade Johnson, M. D. S. (2019). Digital equity: 1:1 technology and associated pedagogy. In R. Papa (Ed.), Handbook on promoting social justice in education (pp. 1–31). Springer International Publishing. https://doi.org/10.1007/978-3-319- 74078-2_142-1

Cheah, Y. H., Oliveri, A. R., & Hughes, J. E. (2023). Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review. Teaching and Teacher Education, 125, 1-19. https://doi.org/10.1016/j.tate.2022.103984

Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among k–12 students. Journal of Research on Technology in Education, 48(1), 16–37. https://doi.org/10.1080/15391523.2015.1103147

Hohlfeld, T. N., Ritzhaupt, A. D., Dawson, K., & Wilson, M. L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the levels of digital divide in schools. Computers & Education, 113, 135–161. https://doi.org/10.1016/j.compedu.2017.05.017

Tate, T., & Warschauer, M. (2017). The digital divide in language and literacy education. In S. L. Thorne & S. May (Eds.), Language, education and technology (pp. 45– 56). Springer International Publishing. https://doi.org/10.1007/978-3-319-02237- 6_5

Zielezinski, M. B., & Darling-Hammond, L. (2016). Promising practices: A literature review of technology use by underserved students. Stanford Center for Opportunity in Policy in Education.