Participate and share: Interactive session 
Recorded Session
The purpose of this session is to provide attendees with strategies for developing a critical, nuanced perspective regarding how technology may be used to advance or hinder efforts toward creating more inclusive learning environments, depending on its implementation. We’ll discuss digital equity pedagogy frameworks as a set of reflective tools for considering how technology is shaping our learning spaces and how we can leverage educational technology to increase belonging and inclusion as we strive for equity. The presenters will facilitate interactive small group and whole group discussions, modeling activities that attendees can then take back to their districts and use with their own stakeholders. Attendees will also have the opportunity to crowd-source their experiences and expertise through a Slido backchannel during the session. At the end of the session, attendees will also contribute to a shared collection of resources on this topic, curated on Padlet.
Session Objectives:
Participants will…
-- Identify digital equity pedagogy frameworks that can be used as a reflective lens to examine technology practices at the classroom, school, and district levels
-- Critically examine a variety of technology tools and pedagogical practices through a digital equity lens
-- Explore resources to support a critical examination of educational technology app privacy policies and handling of student data
1. 5 minutes - Presenter introductions and introduction to the session
2. 5 minutes - Exploring the "Why" - Introduction to the topic and Slido backchannel to gauge attendee experience with this topic
3. 5 minutes - Introducing digital equity pedagogy frameworks and how they inform our work
4. 15 minutes - Critically Examining Digital Resources & Pedagogies - Presenters will share specific strategies and supports for critically examining technology tools and pedagogical strategies through an equity lens. Attendees will engage in active small group discussion around case studies to practice and share their thinking and experiences with one another.
5. 15 minutes - Critically Considering Privacy Concerns - Presenters will share specific strategies and tools, such as the Common Sense Education Privacy Evaluation Program, and facilitate a Slido activity in which participants examine and rate the privacy of various educational technology apps. Attendees will also be encouraged to share their own ideas, strategies, and reflections through a Slido backchannel.
6. 5 minutes - Participants will collaboratively curate resources related to this session topic on a shared Padlet page accessed through a QR code. During this time we will also provide questions for peer-to-peer discussion among attendees.
7. 5 minutes - Questions & Closing comments from presenters; attendees will be asked to share their closing reflections and takeaways through the Slido backchannel.
Heath, M. K., Gleason, B., Mehta, R., & Hall, T. (2023). More than knowing: Toward collective, critical, and ecological approaches in educational technology research. Educational Technology Research and Development, 1-23.
Heath, M. K., & Segal, P. (2021). What pre-service teacher technology integration conceals and reveals: “Colorblind” technology in schools. Computers & Education, 170, 104225.
Pangrazio, L., Selwyn, N., & Cumbo, B. (2023). Tracking technology: Exploring student experiences of school datafication. Cambridge Journal of Education, 1-16.
Rafalow, M. H. (2018). Disciplining play: Digital youth culture as capital at school. American Journal of Sociology, 123(5), 1416-1452.
Weisberg, L., & Dawson, K. (2023). The intersection of equity pedagogy and technology integration in preservice teacher education: A scoping review. Journal of Teacher Education, 00224871231182129.
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