Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review

Abstract

We conducted a mixed-methods systematic review of research literature from 2009 to 2019 to unpack researchers' conceptualizations about, approaches toward, and environmental supports in place that framed K-12 teachers' technology-supported, equitable practices. Findings revealed that equitable learning with technology was conceptualized as: (1) lifting students up through a neoliberal perspective; (2) attending to individual needs; (3) empowering students’ agency and civic participation; and (4) providing equal learning opportunities. Technology approaches and environmental supports in tandem with these four conceptualizations are articulated. Finally, we discuss the need for teachers to be reflective practitioners and critical enquirers when leveraging technology to promote equitable learning.