Research Paper Exerpt:
Coaching Elementary Teachers in the Use of Digital Media and Tools to Support Universal Design for Learning: An Impact Study at a Predominantly Latinx Title I School
The school of study was chosen by convenience by the researcher, who is an educator at the school, to investigate how to support 15 teachers and their students to demonstrate self-agency. The study utilized quantitative and qualitative data (mixed methodology) and used a convenience sample as all the teacher-learner participants worked at the school where the researcher works. The study occurred between the months of October through November, 2020. The Title I school of study was located in a county in the North Bay region of California where there are significant economic disparities between individuals with wealth and families living in or near poverty within the community. Participants in this study were teacher-learners who used technology in their classrooms for several years. Since the school closure in March 2020 due to COVID-19, teacher-learners taught remotely from home until October 26, 2020 when some teachers taught in-person with strict safety precautions. Some taught remotely from their classrooms since August, 2020, while some continued teaching remotely from home after October 26.
All student-learners were students who have used iPads and Chromebooks on a regular basis since Kindergarten. The school of study had a 1:1 device policy for all its students. Grade level enrollment determined whether the student device was an iPad (K-1), or a Chromebook (2-12th). Due to the COVID-19 school closures, the district gave a device to every K-12 student. Because of poor Wi-fi issues in some areas of town, or lack of Wi-fi due to economic disadvantages, many families opted to borrow a hotspot from the district.
Click here to read more!
Tools for the Modern Teacher