"Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities-from the digital divide and digital literacy to poverty and language barriers-affect our most vulnerable and under-resourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations"--
Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities—from the digital divide and digital literacy to poverty and language barriers—affect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools’ implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations.
Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings.
Section I: Understanding the Intersection of Students, Families, and
Schooling in High-Needs Communities
1. Understanding the Sociocultural and
Sociopolitical Contexts of U.S. High-Needs Public Schools Before, During, and
After the COVID-19 Pandemic
2. Ramifications of the Digital Divide on
Cognitive Development and School Preparedness
3. Strategies to Help
Administrators, Teachers, and Parents to Achieve Equitable Digital Learning
in U.S. High-Needs School Communities Section II: Vision and Leadership for
Digital Learning in High-Needs Communities
4. Bridging the Digital Divide: An
Analysis of Federal, State, and Local Policies in U.S. Schools
5. Twitter for
Professional Development and Learning in High-Needs Schools: Considerations
for School Leaders
6. Feedback, Evaluation, and Grading: The Unique
Considerations Distance Learning Poses to the Evaluation Cycle and the Task
of Ensuring Equitable Practices
7. Students Informational Needs: Applying
the Principles of Universal Design to Address Inequity in High-Needs Schools
During Virtual Learning Section III: Pedagogical Strategies and Digital Tools
Across the Curriculum
8. Content-Neutral Technologies as a Pedagogical
Response in High-Needs Schools and Communities: Design Thinking, Making, and
Learning
9. Strategies to Facilitate Digital Learning in Urban High-Needs
Social Studies Classrooms
10. Designing a Culturally Responsive Multilingual
Arts-Integration Program: Read-Aloud and Book-Inspired Art-Making Videos
11.
The Influence of an Online Mathematics Activity on Elementary School
Students Engagement and Learning in a High-Needs Context
12. Digital
Learning for Students With Disabilities
13. Using Bitmoji® and Google
Classroom® to Support Remote Literacy Instruction in High-Needs Schools
14. A
Whole New World: Virtual Excursions for Learners From Urban Settings
15.
Rural Social Studies Teachers Postpandemic Use of Technology Tools
Heejung An is Professor in the Department of Educational Leadership and Professional Studies in the College of Education at William Paterson University of New Jersey, USA.
David A. Fuentes is Interim Associate Dean and Professor in the College of Education at William Paterson University of New Jersey, USA.
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