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Equity-Centered Approaches to Educational Technology

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Handbook of Research in Educational Communications and Technology

Abstract

This chapter reviews the perspectives and scholarship that address educational equity through the application of technology and digital tools. We first explore how equity is framed in global discourse and the role that educational technology has played in both addressing and perpetuating disparities in achievement. Policymakers, designers, and researchers have routinely attempted to use digital technologies to address the learning needs of historically marginalized populations. Before we examine these technological interventions in context, we must first explore the root causes of what “counts” as an achievement gap as well as what “counts” as technology.

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Notes

  1. 1.

    Texts refer to the multiple types of artifacts information is communicated and delivered in the twenty-first century. It may include multimodal texts that incorporate the use of images, video, audio, animation, and semiotics disseminated in digital and socially networked interactive spaces.

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Authors and Affiliations

  1. Stanford University, Stanford, CA, USA

    Antero Garcia

  2. Mills College, Oakland, CA, USA

    Clifford H. Lee

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  1. Antero Garcia
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  2. Clifford H. Lee
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Editors and Affiliations

  1. Kirwan Center for Academic Innovation, University System of Maryland, Adelphi, MD, USA

    M. J. Bishop

  2. Instructional Systems Technology, Indiana University, Bloomington, IN, USA

    Elizabeth Boling

  3. Education and Training, KU Leuven, Leuven, Belgium

    Jan Elen

  4. Organization, Information & Learning Sciences, University of New Mexico, Albuquerque, NM, USA

    Vanessa Svihla

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Garcia, A., Lee, C.H. (2020). Equity-Centered Approaches to Educational Technology. In: Bishop, M.J., Boling, E., Elen, J., Svihla, V. (eds) Handbook of Research in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_10

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