Technology as a Bridge to Co-create Inclusive and Equitable Learning Environments for Students with Intersectional Identities

Abstract

This chapter focuses on the question: How can technology serve as a bridge for teachers and families to engage in the co-creation of activities, lessons, and an environment oriented toward equity and inclusion for all learners? To answer this question, the authors provide context for ways that technology is conceptualized as a bridge, with particular attention paid to two interlocking metaphors: technology as infrastructure and technology as a medium. They describe key conceptual elements and applicable practices of technology in relation to equity and inclusion by presenting examples of technology acting as a bridge in the co-creation of materials used to facilitate learning for K-12 students during a collaborative Summer Institute between community stakeholders (including family members) and educators (including elementary and secondary teachers). Within the context of the Summer Institute, the authors focus on two activities informed by the Summer Institute participants (i.e., stakeholders and educators). Through these activities, the participants contribute their knowledge and insights to enhancing digital platforms (e.g., infrastructures) and accessibility (e.g., medium) leading to important technological breakthroughs that facilitate more equitable and inclusive practices.

Citation

Graff, C.S., Price, J.F. and Coomer, M.N. (2023), "Technology as a Bridge to Co-create Inclusive and Equitable Learning Environments for Students with Intersectional Identities", Bakken, J.P. and Obiakor, F.E. (Ed.) Using Technology to Enhance Special Education (Advances in Special Education, Vol. 37), Emerald Publishing Limited, Leeds, pp. 181-198. https://doi.org/10.1108/S0270-401320230000037011