It is not equitable if it is not culturally sustaining: teaching and learning in 1:1 laptop schools

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.

Citation

Jackson, I., Gonzales, M.M. and Mensah, A. (2022), "It is not equitable if it is not culturally sustaining: teaching and learning in 1:1 laptop schools", Journal for Multicultural Education, Vol. 16 No. 4, pp. 323-336. https://doi.org/10.1108/JME-09-2021-0180