Focus equity-relevant research at the classroom and systems levels, treating teachers—not just technology—as drivers of change¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy shifts attention from adapting technology to individual students toward how platforms can support teachers and change classroom and system practices. The report states experts "weighed in strongly as seeing the teacher—and not just the technology—as the driver of change where equity is concerned," citing Cohen, Raudenbush & Ball (2003) on transforming relationships among teachers, students, and resources. The K-12 platforms are deployed to whole classrooms, not as student-level interventions.

Design Implications¶

Context¶

Requirements¶

• Research questions addressing whether improvements give teachers information and guidance they need to address equity

Constraints¶

• The report notes the nature of data needed may shift, and identity variables might be used only to establish population characteristics

Target Learners¶

• K-12 classrooms and higher education courses using SEERNet platforms

Target Learning Goals¶

• Achieving more equitable learning outcomes through classroom- and system-level change

Related Strategies¶

• Shift from developing and confirming new interventions to elaborating and refining well-used resources to address equity issues
• Replace monolithic comprehensive studies with smaller, agile research cycles that test one conjecture at a time
• Conduct research in partnership with educators on equity problems educators prioritize
• Implement a systems change approach addressing five factors simultaneously for AI and digital equity

Examples¶

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Key Sources¶

• Zacamy, J., & Roschelle, J. (2022, August). Navigating the tensions: How could equity-relevant research also be agile, open, and scalable? Digital Promise. https://doi.org/10.51388/20.500.12265/159