Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.
In the post Culturally Responsive Teaching in Digital Learning Environments from July 2021, I explored best practices in culturally responsive teaching (CRT), especially as CRT might be applied in virtual classrooms. In summary, CRT is inherently student-centered. Student self-expression, tech-supported or otherwise, allows students to “…name their own reality. Teachers, in turn, are able to foster a space where their students’ lived experiences are legitimized and incorporated into the ‘official’ curriculum” (Frederick et al., 2009, p. 11; see full reference in blog post).
CRT also requires that educators consistently reflect on their own cultural perspective, biases, teaching practice, and course designs, making ample space for student voice to ensure that they are creating environments that are supportive to all learners.
Once again, my peer-coaching project also provided space to partner with a fellow educator to identify a gap in digital learning content and make adjustments that were grade appropriate and better aligned with district/state content standards. In this case, the changes we made focused on increasing 6th grade digital literacy skills within a non-fiction reading and writing unit. The changes helped address standards for both English/Language Arts and Technology use as articulated by the district/state.