Equity-centered Transformative Technology (EQTtech)

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 Equity-centered Transformative Technology 

Description of Modules
In these modules, teachers will learn how to design, plan instruction and assess learning using a technology-integrated mathematics lesson that is grounded in equity-centered practices and asset-oriented instruction.

One of the key instructional tools is the Equity-centered 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 equity-based 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, slide-presentation (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 Equity-centered 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 practice-based assignments and supporting teachers to develop equity-centered mathematics lessons using technology. 

 

Module 1:Learn about Equity-centered Transformative Technology 

Link to Module 1 slides
Link to MTEs’ Module 1 Teacher Notes 

Copy of Module 1: Student e-Notebook

Video Overview: Module 1 Overview

Overview of Learning Activities

Activity 1: Learn through reading and reflecting 

1. Students will read and reflect on how technology’s affordances can amplify learning

Activity 2: Learn through exploration (Tinker with Technology)

2. Students will explore technology tools from a student perspective

Activity 3: Learn from reflecting on exemplars using the Equity-centered 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 Tech-knowledgy for Equity Planning and Reflection Tool

3. Students will complete an exit pass reflecting on how the activities promote the dimensions in the EQTTechTool.

Module 2: Explore Instructional Activities for Equity-centered Transformative Technology

Link to  Module 2 Slides
Link to  MTEs’ Module 2 Teacher Notes

Copy of Module 2: Student e-notebook

Video Overview: Video Overview

Overview of Learning Activities

Activity 1: Explore with technology tools

1. Students will investigate different types of technology based on the Dimension for Equity-centered Transformative Technology

Activity 2: Explore through learning goals

2. 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

3. 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 e-notebook

Video Overview: Video Overview

Implementing Instructional Activities for Math Tech-knowledgy 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  Equity-centered Transformative Technology Lesson Analysis Tool. Students will apply principles from the Equity-centered Transformative Technology Lesson Analysis Tool 

Activity 3: Reflect through telling a story of celebration of student work

1. Students will design slides showcasing student work and annotate the strengths seen in their thinking
2. Students will use the reflective tool to create a narrative for their Lesson Story on Flipgrid

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Data-based findings and Next Steps for Equity-centered Transformative Technology 
We have found that by using the Equity-centered 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 equity-focused 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 face-to-face 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 equity-centered.