NTLI Award Webinar: Transformative Technology for Equity-centered Instruction
Thursday, March 24, 5:00-6:00 pm Eastern Time
Presenters: Jennifer Suh, George Mason University; Katherine Roscioli, George Mason University; Holly Tate, George Mason University; Kimberly Morrow-Leong, George Mason University
Abstract: Our session will focus on an equity-centered technology integration framework (EQTtech) that promotes equity-based teaching practices using technology. The integrated framework presents five dimensions for evaluating the impact of technology tools on a lesson designed for a particular audience: 1) access to inquiry-based learning, 2) the development of student identity, 3) useful formative assessment and feedback, 4) student empowerment through collective thinking, and 5) the amplification of mathematical thinking processes. The initial framework offers a structure to support preservice and inservice teachers as they design lessons and formative assessments that intentionally employ technology to not only capitalize on the affordances of the available tools, but which is also responsive to the strengths students bring to the classroom. The EQTtech Tool invites teachers to attend to mathematical learning goals, view students’ progress along a given learning trajectory in a mathematical domain and make deliberate selections from among digital and non-digital tools in a way that both challenges and supports students.
Additional Presenter Information:
Jennifer Suh is a mathematics educator in the School of Education at George Mason University. She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE) and provides professional development focused on learning trajectory-based instruction, equity focused teaching practices and effective integration of technology in the mathematics classrooms. Her current project called EQSTEMM, Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling, focuses on promoting equitable participation of all students engaging in rigorous mathematics through modeling.
Kate Roscioli is a third-year doctoral student pursuing a Ph.D. in Mathematics Education, Teacher Education, and Technology at George Mason University. She is also a Title I Mathematics Specialist in Northern Virginia, working with teachers and students in grades 3 through 5. At George Mason, she serves as a graduate research assistant on an EQSTEMM, an NSF-funded grant with Dr. Jennifer Suh. Her research interests include preparing teachers to integrate technology in mathematics classrooms to promote equitable mathematics practices.
Kimberly Morrow-Leong is a mathematics education specialist and adjunct instructor at George Mason University. As a doctoral student she served as a professional development coordinator at NCTM and a researcher/coach at AIR. After teaching fifth grade during a year of the pandemic, Kim recently accepted a position as a Senior Content Manager at the Math Learning Center. Dr. Morrow-Leong’s professional interests include transformative evidence-based assessment practices and investigation of the nature of teachers’ engagement with artifacts of student thinking.
Holly Tate is a doctoral student at George Mason University working towards her Ph.D. in Mathematics Education Leadership and Research Methodologies. Her research focuses on equity in mathematics education, specifically on the development of critical consciousness through Teaching Mathematics for Social Justice and mathematical modeling. Additionally, Holly is in her third semester as a Graduate Research Assistant in partnership with Dr. Jennifer Suh and other universities across the country. Their NSF-funded grant work focuses on mathematical modeling for increased student agency and identity, centering student experience and voice