Engaging in Mindful and Culturally Relevant Teacher Preparation with Technology for Social Justice and Inclusion

ID: 53894 Type: Brief Paper
  1. Jeremy Forest Price, Indiana University School of Education-Indianapolis at IUPUI, United States

Thursday, March 21 4:35-4:55 PM Location: Wilshire B View on map

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Abstract: In exploring the question "What does it look like to prepare future teachers with technology in an undergraduate teacher education program to address the realities of our diverse students and communities in order to promote justice, equity, and inclusion?" this proposal outlines the ways in which an undergraduate educational technology course at a large public urban research university has been re-oriented to meet the demands of the forward-looking, technology-infused profession of teaching while also aligning with principles of justice, equity, and inclusion. The course, as part of an urban-focused teacher preparation program, prepares future teachers to meet the needs of culturally, racially, ethnically, linguistically, and socioeconomically diverse students with technology. Based on a framework of mindful and culturally relevant teaching with technology, this proposal outlines the course, from the underlying throughlines and values to the activity structures and metacognitive features, demonstrating how a stand-alone educational technology course can align and intersect with a social justice and urban mission driven teacher education program. Descriptions of the four units (Self, Truth, Community, and Justice) and their integrated intermediate and culminating performances are described, as well as the accompanying reflection activities that promote the metacognitive practices and dispositions necessary to succeed as a teacher with technology promoting social justice.

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