Summary
Contents
Making tech decisions from a diverse space starts here! The Corwin Connected Educators series is your key to unlocking the greatest resource available to all educators: other educators. This book offers a reflective journey into diverse perspectives on technology as it is understood in our schools. Through step-by-step strategies and powerful vignettes, Davis explores the impact inclusive EdTech conversations can have for teachers, students, women, and people of color. Solutions-based reflections help educators: • Engage students and give them a voice • Gather student and teacher feedback • Encourage leadership for women and people of color Being a Connected Educator is more than a set of actions: it’s a belief in the potential of technology to fuel lifelong learning. To explore other books in this series, visit the Corwin Connected Educators website. “Davis’s book is both a guide for administrators and edtech leaders seeking to better support student and teacher voices and an important testimony to the power of voices willing to raise the tough questions.” –Carolyn Foote, Digital Librarian Westlake High School, Austin, Texas “Davis powerfully addresses the human side of technology integration. She moves teachers and school leadership with her passion, while offering real solutions to the issues that arise when integrating technology. Her solutions and ideas focus on improving the discourse between teachers, students, and leadership so that they all work collaboratively in enhancing the learning environment. She also addresses ways we can encourage women and minorities to take leadership roles in the field of education technology.” –Shelly Sanchez Terrell Author/Founder of The 30 Goals Challenge for Teachers
Teacher Voice in EdTech
Teacher Voice in EdTech
A few years ago, my district technology department decided to standardize every classroom with a specific learning management system (LMS). It was a platform made available through our Web-filtering service, which also correlated to our active directory. This meant that student log-ins were pre-created to match their school log-ins, and creating classes was just as simple. While this sounded good on paper, the system had major flaws in terms of accessibility. At a time when we were beginning to embrace the idea of connectedness, the district-chosen system seemed to be more about shielding learners than providing them access to the world.
Many of the teachers and students in our school were actually using a different platform that had ...
