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Possibilities in Practice

Social Justice Teaching in the Disciplines

Edited By Summer Melody Pennell, Ashley S. Boyd, Hillary Parkhouse and Alison LaGarry

This edited collection illustrates different possibilities for social justice practice in various grade levels, disciplines, and interdisciplinary spaces in P–12 education. Chapters in this unique volume demonstrate teaching with a critical lens, helping students develop critical dispositions, encouraging civic action with students, and teaching about topics inclusive of race, class, gender, and sexuality. Based on empirical research, each contribution is rooted in a critical theoretical framework and characterizes findings from sustained study of pedagogic practice, spanning subject matter from social studies, English Language Arts, music, mathematics, and science. Through this work, both pre- and in-service teachers as well as teacher educators will be inspired to practice social justice in their own classrooms.

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Chapter Eleven: Technology Integration in Urban Middle School Classrooms: How Does Culturally Relevant Pedagogy Support 1:1 Technology Implementation? 6th–8th Grade (Lana M. Minshew / Martinette Horner / Janice L. Anderson)


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Technology Integration IN Urban Middle School Classrooms

How Does Culturally Relevant Pedagogy Support 1:1 Technology Implementation?

6th–8th Grade


Many schools are beginning to adopt one-to-one (1:1) technology initiatives as part of educational reform efforts with the goal of transforming teaching and learning. One-to-one (1:1) technology refers to classrooms and schools where every student has access to an individual device for instructional purposes. Laptops, iPads, and Chromebooks, for example, proliferate school technology initiatives and will continue to do so in the foreseeable future (Morgan, 2014). A portion of the technology initiatives that have brought 1:1 computing into schools have been funded by federal education reform efforts. These reform efforts, specifically the Race to the Top grant program, have provided millions of dollars to states for school transformation. In order to receive Race to the Top funding, states and districts had to devise a disbursement plan that would target the lowest performing schools in an effort to reform instructional practices and transform student learning (Boser, 2012). With resources to support instructional technology plans school districts recognized the promise of Race to the Top to spur educational innovation for students in the lowest performing schools and potentially affect the educational trajectory for historically marginalized students attending these schools. However, targeted low-performing schools of the Race to the Top program disproportionally ← 133 | 134...

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