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Article
Publication date: 25 March 2022

Iesha Jackson, Miguel M. Gonzales and Adjoa Mensah

The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments…

Abstract

Purpose

The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners.

Design/methodology/approach

Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP.

Findings

This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom.

Originality/value

Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.

Details

Journal for Multicultural Education, vol. 16 no. 4
Type: Research Article
ISSN: 2053-535X

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