Date of Award
Doctor of Education (EdD)
School of Education
Decades of research have documented the positive impact of culturally responsive teaching on academic outcomes for African American and LatinX students. However, as the field of education has become increasingly embedded with technology as a powerful tool of instruction, more attention is needed to understand how culturally responsive teachers use technology to close achievement gaps. Although national public policy over the last twenty-years has documented the negative impact of the digital divide on low SES, African American and LatinX students, large-scale efforts to close the divide have focused primarily on access to devices only. More recently, the second digital “use” divide has brought attention to examining teachers’ instructional practices after the physical technology infrastructure is in place. This qualitative case study explored how, why, and in what ways culturally responsive teachers used technology. Data from this study revealed that teachers’ pedagogical beliefs, their personal schooling experiences, training, disposition, mentorship, and expectations from school administrators influenced the ways in which they integrated technology with culturally responsive intentionality. This study provides insights for school leaders [post-COVID] tasked with the imperative to provide both access to technology and support for the uses of technology towards closing persistent achievement gaps. This information can also prove valuable for teachers seeking to improve technology-enhanced instructional practices toward providing equitable school experiences and long-term positive outcomes for an increasingly culturally diverse public-school population across the United States.
Frazier, Elissa W., "Gardening and Watering 21st Century Soil: Culturally Responsive and Technology Enhanced Instructional Design in K12 Schools" (2023). Dissertations. 4019.
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Copyright © 2023 Elissa W. Frazier