Moving Toward Techquity: Meeting the Needs of All Students

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Listen and learn : Lecture

Dr. Sharla Berry  
Drawing on insights from research and practice, I explore the concept of techquity. I review practical strategies for taking a culturally relevant approach, and explore the benefits of promoting empowered learning, creative knowledge construction and innovative design for historically marginalized and underrepresented students.

Audience: Curriculum/district specialists, Principals/head teachers, Teachers
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Equity & inclusion
Grade level: PK-12
Subject area: STEM/STEAM
ISTE Standards: For Educators:
  • Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
For Students:
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Proposal summary

Purpose & objective

The purpose of this presentation is to outline the importance of techquity and define what a culturally relevant approach to edtech would look like


This will be a 45 minute discussion based presentation. Presenter will share research and ask participants to share their views on how we can promote techquity based on the research outlined.

Supporting research

Auxier, B., & Anderson, M. (2020, July 27). As schools close due to the coronavirus, some U.S. students face a digital 'homework gap'. Retrieved January 05, 2021, from

Bell, A. D., Rowan-Kenyon, H. T., & Perna, L. W. (2009). College knowledge of 9th and 11th grade students: Variation by school and state context. The Journal of Higher Education, 80(6), 663-685.

Belasco, A. S. (2013). Creating college opportunity: School counselors and their influence on postsecondary enrollment. Research in Higher Education, 54(7), 781-804.

Brock, A. (2012). From the blackhand side: Twitter as a cultural conversation. Journal of Broadcasting & Electronic Media, 56(4), 529-549.

Callahan, B. (2018, December 20). AT&T's Digital Redlining Of Cleveland. Retrieved January 05, 2021, from

Callahan, B. (2019, October 23). AT&T's Digital Redlining of Dallas: New Research by Dr. Brian Whitacre. Retrieved January 05, 2021, from

Corwin, Z. B., & Tierney, W. G. (2007). Getting There--And Beyond: Building a Culture of College-Going in High Schools. Center for Higher Education Policy Analysis, University of Southern California.

Hoxby, C., & Turner, S. (2013). Expanding college opportunities for high-achieving, low income students. Stanford Institute for Economic Policy Research Discussion Paper, 12, 014.

Hoxby, C. M., & Turner, S. (2015). What high-achieving low-income students know about college. American Economic Review, 105(5), 514-17.

Manjoo, F. (2010, Aug 10). How Black people use Twitter: The latest research on race and microblogging. Retrieved from 2010/08/how_black_people_use_twitter

McLaughlin, C. (2016). The Homework Gap: The 'Cruelest Part of the Digital Divide'. Retrieved January 05, 2021, from

Ochsner, A., Corwin, Z. B., & Tierney, W. G. (2018). Toward Digital Equity. Diversifying Digital Learning: Online Literacy and Educational Opportunity,

Puckett, C. (2019). CS4Some? Differences in Technology Learning Readiness. Harvard Educational Review, 89(4), 554-587.

Pullias Center for Higher Education (2018). How is Technology Addressing the College Access
Challenge? A Review of the Landscape, Opportunities, and Gaps.

Rafalow, M. H. (2020). Digital Divisions: How Schools Create Inequality in the Tech Era. University of Chicago Press.

Rideout, V. (2015). THE COMMON SENSE CENSUS: MEDIA USE BY TWEENS AND TEENS (Rep.). Retrieved January 5, 2021, from Common Sense Media website:

Roderick, M., Nagaoka, J., & Coca, V. (2009). College readiness for all: The challenge for urban high schools. The future of children, 19(1), 185-210.

Saichaie, K. (2011). Representation on college and university websites: An approach using critical discourse analysis (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3461415)

Saichaie, K., & Morphew, C. C. (2014). What college and university websites reveal about the  purposes of higher education. The Journal of Higher Education, 85(4), 499-530.

Tichavakunda, A. A., & Tierney, W. G. (2018). The “Wrong” Side of the Divide: Highlighting Race for Equity’s Sake. The Journal of Negro Education, 87(2), 110-124.

Tierney, W. G., Corwin, Z. B., & Ochsner, A. (Eds.). (2018). Diversifying digital learning online literacy and educational opportunity. Baltimore: Johns Hopkins University Press.

Turner, S. D. (2016). Digital Denied: The Impact of Systemic Racial Discrimination on Home-Internet Adoption (Rep.). Retrieved January 5, 2021, from

Venegas, K. M. (2006). Internet inequalities: Financial aid, the Internet, and low-income students. American Behavioral Scientist, 49(12), 1652-1669.

Venezia, A., & Jaeger, L. (2013). Transitions from high school to college. The future of children, 117-136.

Whack, E. (2017, April 20). AP-NORC Poll: Black teens most active on social media apps. Retrieved January 05, 2021, from

Wohn, D. Y., Ellison, N. B., Khan, M. L., Fewins-Bliss, R., & Gray, R. (2013). The role of social media in shaping first-generation high school students' college aspirations: A social capital lens. Computers & Education, 63, 424-436.

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Dr. Sharla Berry, California Lutheran University

Sharla Berry, Ph.D., assistant professor of education leadership in the Graduate School of Education at California Lutheran University, is an educator and expert on teaching and learning with technology in K-20 environments. Prior to becoming a professor, Berry taught elementary and middle school in Los Angeles where she focused on preparing underrepresented students for college. Berry is also the author of Degree for Free: How to Save Time and Money on Your College Education, a culturally relevant guide to college access for first-generation students of color. Her research focuses on technology and college access, and tech equity in K-20 environments, and has been featured in many academic journals, including Online Learning, the Journal of Computing in Higher Education and the International Review of Research in Open and Distributed Learning, as well as at academic conferences. Berry is also an evaluator and a past fellow with the American Evaluation Association (AEA). She received her doctorate in urban education policy from the University of Southern California and her master’s in elementary education from Loyola Marymount University.

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