Supplementary Materials for AMTE Standards
Use of the Equitycentered Transformative Technology (EQTtech) Lesson Analysis Tool to bring Intentionality in Equitable Mathematics Instruction
In these modules, teachers will learn how to design, plan instruction and assess using a technology integrated in mathematics lessons grounded in equity centered practices and assetoriented instruction.
Equitycentered Transformative Technology is a set of modules designed to engage elementary teacher candidates (TCs) with deliberate decisionmaking around lesson development using technological tools, keeping equitable instructional practices at the forefront.
Evolution of Equitycentered Transformative Technology
Over a decade ago, the first author wrote an article called Techknowledgy for Diverse Learners for a Technology Focus Issue in the Mathematics Teaching in the Middle School journal (Suh, 2010a). This article focused on leveraging cognitive tech tools for mathematics teaching and learning. Specifically, the article recommended strategies for teachers to consider the needs of diverse learners and be equipped to support their learning by taking advantage of technology’s affordances. Most importantly, teachers must have “techknowledgy”: the knowledge necessary to use cognitive tech tools effectively to construct mathematical knowledge, evaluate the mathematical opportunities presented, and design learning tasks with these tools that amplify the mathematics for their diverse learners. Using case studies, Suh(2010b) described technologyenhanced mathematics lessons in two diverse fifth and sixth grade classrooms at a Title I elementary school near the metropolitan area. The project’s primary goal was to design tasks to both leverage technology and enhance access to critical thinking in mathematics, particularly with data analysis and probability concepts. This paper highlights the opportunities in technologyrich mathematics environments. In addition, the case studies illustrate how to design and implement mathematical tasks using technology to provide opportunities for higher mathematical thinking processes as defined by the Process Standards of the National Council of Teachers of Mathematics (NCTM, 2000): problem solving, connections, representations, communication, reasoning and proof.
Recent Design and Development Cycle in Math Methods Courses
The integration of technology in the mathematics classroom has always been a key focus for mathematics teacher education (AMTE, 2017 https://amte.net/standards ). With the call for MTEs to utilize more common language and core practices (McDonald et al., 2013) around ambitious teaching, it is essential for MTEs to share their teaching practices, particularly the ways in which they infuse technology in their mathematics methods courses. MTEs have strived to design practicebased assignments to promote ambitious mathematics teaching (Lampert et al., 2013) as well as ambitious teaching integrating technology in mathematics lessons (Suh, 2016). In the past two years, the authors (Dr. Jennifer Suh, Dr. Kimberly MorrowLeong and and two mathematics coaches, Holly Tate and Kate Roscioli) have been refining this set of modules as a reflective tool to center equity when planning for a techenhanced lesson.
Documents for Mathematics Teacher Educators
The section below will describe the set of teaching activities and a lesson reflection tool to promote the centering of equitable teaching practices in mathematics. There are links for each of the modules below. In addition, these modules are archived with sample student work at https://www.eqttech.org/
Description of Equitycentered Transformative Technology
Description of Modules
In these modules, teachers will learn how to design, plan instruction and assess learning using a technologyintegrated mathematics lesson that is grounded in equitycentered practices and assetoriented instruction.
One of the key instructional tools is the Equitycentered Transformative Technology (EQTtech) Lesson Analysis Tool. The tool builds on the seminar work on technology, pedagogy, and content knowledge (TPACK, Koehler et al., 2011; Mishra et al., 2006) and considers how technology can support equitable teaching practices (Aguirre et al., 2013). We included the term transformative to lean into the idea of Transformative Potential (Jemal 2017). Transformative potential is defined as levels of consciousness and action that produce the potential to transform contextual factors and relationships perpetuating inequitable conditions and that are necessary for change (Jemal, 2017a). The goal of the tool is to develop teachers' awareness and action to bring equity to the forefront in the use of technology in the mathematics classroom.
Exposing teachers to diverse types of technology (Dick & Hollebrands, 2011) can help them name and find functionality in the different technologies when planning. For example, “mathematical action technologies” are defined as tools which produce mathematical responses based on user input, allowing students to explore mathematical ideas and observe, make, and test conjectures about mathematical relationships. Examples include but are not limited to computational and symbolic tools, dynamic geometry, data analysis environments, microworlds, and computer simulations. These math action technology tools provide opportunities to develop deep understanding of mathematics which is a major goal of equitybased mathematics teaching practices (Aguirre et al 2013).
The other types of technology are called “conveyance technologies” which are used to convey information and allow students and teachers to present, communicate, and collaborate with each other. These include four types: a) presentation technology —interactive boards, slidepresentation (e.g.,PowerPoint), and document cameras, as well as the accompanying projection devices or display monitors (allowing for a group of individuals to view a joint presentation); b) communication technology—both intranet (networked communications within the classroom or school and around the globe); c) sharing/collaboration technology (allowing for a shared view of one or more individuals’ work or shared access to a common work area or document); d) assessment/ monitoring/ distribution technology—(allowing the teacher mechanisms for formative assessment and feedback as well as oversight and management of students’ devices i.e. dashboards) (Dick & Hollebrands, 2011, xi). These conveyance technologies allow for teachers to leverage technology’s affordance through distributive technologies to distribute authority and honor all student ideas through collaboration, communication, and connection for social interaction while monitoring technologies has the power to celebrate and elevate students who might often be marginalized in the mathematics classroom. Our Equitycentered Transformative Technology (EQTtech) Lesson Analysis Tool captures the essence of technology’s role in advancing equity and hope that it will be helpful to other MTEs centering equity when infusing technology into their practicebased assignments and supporting teachers to develop equitycentered mathematics lessons using technology.


Provide access to dynamic tools that support inquiry, discovery, and access to deep mathematical sensemaking 

individual 

Differentiate instruction with presentation tools containing teacher dashboards and quick scan features to offer realtime feedback and scaffolding 

social interaction 

mathematical thinking processes with fidelity (Zbiek et al,. 2007) using technologymediated features 

Module 1:Learn about Equitycentered Transformative Technology
Link to Module 1 slides
Link to MTEs’ Module 1 Teacher Notes
Copy of Module 1: Student eNotebook
Video Overview: Module 1 Overview
Overview of Learning Activities
Activity 1: Learn through reading and reflecting
 Students will read and reflect on how technology’s affordances can amplify learning
Activity 2: Learn through exploration (Tinker with Technology)
 Students will explore technology tools from a student perspective
Activity 3: Learn from reflecting on exemplars using the Equitycentered Transformative Technology (EQTTech) Lesson Analysis Tool Students will examine two exemplar lessons using the two lessons explored in Activity 2 and how they meet dimensions laid out in the Techknowledgy for Equity Planning and Reflection Tool
 Students will complete an exit pass reflecting on how the activities promote the dimensions in the EQTTechTool.
Module 2: Explore Instructional Activities for Equitycentered Transformative Technology
Link to Module 2 Slides
Link to MTEs’ Module 2 Teacher Notes
Copy of Module 2: Student enotebook
Video Overview: Video Overview
Overview of Learning Activities
Activity 1: Explore with technology tools
 Students will investigate different types of technology based on the Dimension for Equitycentered Transformative Technology
Activity 2: Explore through learning goals
 Students will identify the learning goal for a mathematics lesson and use curricular resources (i.e. methods text) and consider the learning progression as they explore some technology activities
Activity 3: Explore through learning activities
 Students will identify three learning activities focused on a mathematics concept that they are teaching and assessing
Module #3: Plan for Enactment
Link to Module 3 Slides
Link to MTEs’ Module 3 Teacher Notes
Copy for Module 3: Student enotebook
Video Overview: Video Overview
Implementing Instructional Activities for Math Techknowledgy for Equity
Overview of Learning Activities
Activity 1: Plan for teaching
Students will teach their lesson with the Transformative reflective tool in mind
Activity 2: Plan for assessment
Students will collect student artifacts from their lessons and analyze the learning
Activity 3: Plan for what might be next for self and students
Students will reflect on their lesson through written reflection
Module #4: Reflect
Link to Module 4 Slides
Link to MTE’s Module 4 Teacher Notes
Copy of Module 4: Student Share out Template
Video Overview: Video Overview
Online Teaching Demo using Flipgrid or Video ShareOut celebrating student thinking using the learning trajectory they mapped out in anticipation for the lesson or assessment, teacher candidates can use student work to highlight and celebrate the strength in student work and plan how they can advance their thinking along the learning continuum.
Overview of Learning Activities
Activity 1: Reflect through student work analysis and showcase student artifacts on a slide deck (use Template slides for Module 4) to share out their learning
Activity 2: Reflect through the Equitycentered Transformative Technology Lesson Analysis Tool. Students will apply principles from the Equitycentered Transformative Technology Lesson Analysis Tool
Activity 3: Reflect through telling a story of celebration of student work
 Students will design slides showcasing student work and annotate the strengths seen in their thinking
 Students will use the reflective tool to create a narrative for their Lesson Story on Flipgrid
Databased findings and Next Steps for Equitycentered Transformative Technology
We have found that by using the Equitycentered Transformative Technology Lesson Analysis Tool in our method courses, our PSTs are becoming more intentional with their choice of technology tool, as evidenced by their lessons, teaching demos, and reflections. As they examine transformative technology using these dimensions, PSTs have an equityfocused lens for planning and evaluating how they can position their students as mathematicians who have a voice and can better ensure equitable ownership of ideas, encouraging justification and positioning every student as a creator of mathematical knowledge. As we move back to facetoface teaching, we want to contribute to the field by taking stock of what we learned during the pandemic and furthering our studies on how emerging technology has the potential to transform our classrooms to be more equitycentered.
Standards and Indicators these Materials Target
The modules serve as a structure to support TCs during their elementary math methods course in learning to teach mathematics through iterative opportunities across the duration of several weeks working directly with elementary students. Thus addressing Standard P.3. Opportunities to Learn to Teach Mathematics. Additionally, the program meets indicators within Standard P.4 Opportunities to Learn in Clinical Settings Standard P.5 Recruitment and Retention of Teacher Candidates.
Below is a description of connections to key indicators within the standards.
 <Indicator P.3.2. Provide Foundations of Knowledge About Students as Mathematics Learners.
 Indicator P.3.4. Incorporate PracticeBased Experiences.
 Indicator P.4.1 Collaboratively Develop and Enact Clinical Experiences. The program is mostly embedded in and done in collaboration with local public school districts.
 Indicator P.4.2. Sequence SchoolBased Experiences.
 Indicator P.4.3 Provide Teaching Experiences with Diverse Learners.
About the Authors
 Jennifer Suh
 Kate Roscioli
 Holly Tate
 Kimberly MorrowLeong