1) Your name

2)A link to a resource

3) A brief summary of the resource and your perspective on why it is useful/meaningful (why it is important?)

Reflection on Equity and Justice:
I wanted to share this resource because makerspaces are more than just creative learning environments, they can be powerful tools for educational equity. When thoughtfully designed, makerspaces give every student the chance to explore STEM, design, and innovation in ways that honor diverse learning styles and lived experiences. The Equity & Inclusion section emphasizes how representation, accessibility, and culturally responsive practices can transform makerspaces into spaces of empowerment rather than exclusion. This work is especially relevant for Title I schools like mine, where access to materials and technology can make a profound difference in closing opportunity gaps and building confidence in all learners.

1)This NC Department of Public Instruction site connects NC Standard Course of Study standards with Social and Emotional Learning. There are outlined connections and pillars relating to each subject--the 5 main ones being Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. These are useful because they serve as a great baseline to start designing from.

2) Responsive Classroom is a website dedicated to the reasoning behind and creation of impactful Morning Meeting lessons. As someone who has never had to facilitate morning meetings, I really had no framework or prior knowledge to know how to design lessons. This site provides free planning guides and graphic organizers.

3) This site provides a list of children's books that can serve as material and context for morning meetings about equity, inclusivity, and diversity. I asked the librarian at my school to pull any books from the list that were available, and she not only did that, but also included the ones that are available in our public library. This is a great resource and way for teachers to access these books freely at any time and will help me design an accessible morning meeting series.

4) This NAEYC website provides a great article on how to teach about holidays, cultures, etc. without bias and without "stirring up" any feelings of discontent. In the school where I work, there are sure to be parents that oppose any instruction about different religions, or any hint that classrooms are "celebrating" holidays other than Christian ones. This website does a great job of explaining how to teach about diversity without necessarily "celebrating" other cultures and holidays.

5) What better source than fellow educators? This site links to a blog written by an educator with fabulous linked resources on how to teach about other holidays and cultures. She includes videos, articles and books, digital resources, and other ideas to create inclusive and engaging lessons. I'm excited to delve even deeper into all the resources and to include hem in my morning meeting lessons.

***6) Honorable mention: the one and only chatgpt.com. He helped me find many of these resources and organize them in a cohesive way!***

Bethanie Colwell

Research Questions: 

• What can we learn from successful models of the first wave of digital integration to inform how best to integrate AI and equity now?

• What models have succeeded at supporting families at home and closing the digital divide? 

• How can those models be modified and replicated for the AI Age?

• In what ways does including educators, students, and families from historically marginalized communities in AI tool design or selection processes influence perceptions of trust, cultural relevance, and classroom equity?

1. Williamson & Eynon (2020) – Historical Threads in AI in Education

This study shows how earlier ed-tech waves reinforced inequality when schools “digitized drill” instead of transforming learning. It argues that AI risks repeating this if systems adopt it for efficiency rather than empowerment. True equity requires participatory governance: students, families, and teachers co-designing how AI tools are chosen and used. 

Williamson, B., & Eynon, R. (2020). Historical threads, missing links and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995

2. Zhai (2023) – ChatGPT for Supporting Education

Zhai identifies cognitive offloading as the next equity frontier. Cognitive offloading can be defined as students using AI to skip the mental work that builds reasoning. This warns educators that simply allowing AI without scaffolding deepens cognitive inequity: privileged learners use it to extend thinking, while others use it to bypass it. For equitable outcomes, teachers must sequence AI use after core reasoning tasks and explicitly teach AI literacy.

Zhai, X. (2023). ChatGPT for supporting education: Opportunities, challenges, and future directions. Frontiers in Education, 8, Article 120. https://doi.org/10.3389/feduc.2023.120

3. Holmes et al. (2022) – The Ethics of AI in Education

Holmes et al. translate abstract AI ethics into practical guardrails: local context, transparency, and teacher agency. This matters because bias and harm often emerge when tools ignore language diversity, disability, or cultural nuance. Their ethics framework is daily classroom practice, not policy slogans.

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., & Baker, R. S. (2022). The ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 32(4), 611–652. https://doi.org/10.1007/s40593-021-00239-1

4. Superville (2024) – AI’s Impact on Black Students

Superville centers racial justice, highlighting how algorithmic bias can reinforce anti-Black stereotypes in automated grading and feedback. The article calls for “racial literacy for technology,” teaching students to see bias in data and design, which is reminding me of “Coded Bias” from MIT researcher Joy Buolamwini. The author helps reframe AI literacy as both technical skill and critical consciousness.

Superville, D. R. (2024, June 10). What educators need to know about AI’s impact on Black students. Education Week. https://www.edweek.org/technology/what-educators-need-to-know-about-ais-impact-on-black-students/2024/06

5. Vander Ark (2025) – Advancing AI Through Equity and Access

Vander Ark shifts the conversation from adoption to access plus agency. He urges schools to treat AI integration as a moral design challenge, measuring who benefits, not just who participates. Districts like Montour, PA and programs such as Tech Goes Home Boston show us how family digital literacy, PD, and infrastructure investment turn AI from privilege to public good. 

Vander Ark, T. (2025, July 24). Advancing AI through equity and access. Getting Smart. https://www.gettingsmart.com/2025/07/24/advancing-ai-through-equity-and-access/

6. Adams (2024) – How a Tennessee District Is Using AI to Close Literacy Gaps

This case study demonstrates AI’s potential when embedded in MTSS. Wilson County Schools use AI-powered reading feedback to extend teacher capacity rather than replace it, especially supporting English learners and early readers. It shows that implementation quality, educator PD, and oversight determine whether AI narrows or widens literacy gaps.

Adams, C. (2024, April 10). How a Tennessee district is using AI to close literacy gaps. K-12 Dive. https://www.k12dive.com/news/how-a-tennessee-district-is-using-ai-to-close-literacy-gaps/748916

Source: Western Journal of Applied Research and Research (WJARR), 2024

This peer-reviewed research examines how diverse racial perspectives in K-12 curricula influence students' racial identity development, self-esteem, trust in education, and academic outcomes. When students see themselves reflected in curriculum materials, they feel valued and experience improved academic performance. The research directly addresses structural inequities by calling for curriculum reform to ensure all students see reflections of themselves in subjects that have historically excluded or distorted non-White populations.

Resource 2: The Connection Between Belonging and Representation

Source: AMLE (Association for Middle Level Education), 2023

Research shows that students who feel they have a voice in class are seven times more likely to feel motivated, and when students see themselves in curriculum materials, books, and posters, they experience increased belonging and motivation to learn. The resource identifies the "racial school climate gap" as a structural barrier where students of color feel excluded in school resources, media, and books, and emphasizes that students who feel welcome and valued invest more in their education with longer-lasting results and higher academic achievement.

Resource 3: Diversity, Equity and Inclusion (DEI) in Schools

Source: EdGate Blog, 2024

This resource explains how DEI concepts are being integrated into K-12 curricula, distinguishing between diversity (representation of different identities), equity (fair and just treatment with necessary resources), and inclusion (ensuring all feel valued). State initiatives like New York's culturally responsive-sustaining framework and Washington's CCDEI standards aim to elevate historically marginalized voices and empower students as agents of social change. By recognizing that equity considers individual needs rather than treating everyone identically, and by systematically addressing "deeply rooted biases in curricula" and "economic and social barriers," schools work to replace.

Resource 4: Teaching Indigenous Perspectives and History

Source: Multiple institutional resources including Facing History & Ourselves, NEA, Historica Canada, and The Indigenous Foundation

These resources address the structural absence and misrepresentation of Indigenous perspectives in traditional curricula, providing frameworks for teaching accurate Indigenous history beyond stereotypes and "whitewashed" narratives that misrepresent colonization. They emphasize using primary sources from Indigenous communities, centering Indigenous resilience and resistance, and incorporating Indigenous pedagogies while acknowledging that many teachers feel uncomfortable due to gaps in their own education. By centering Indigenous voices and accurate history, students can understand current justice issues like missing Indigenous women and land sovereignty, and all students can engage in truth and reconciliation while developing critical consciousness about historical injustices and systemic inequities.

Resource 5: Making History Matter: Teaching Intersectional History

Source: Blog post and educational resource by educator Samantha Malone Cook, 2024

This resource emphasizes that studying intersectional history promotes social equity by including diverse voices not traditionally included in Eurocentric, arguing that "children should not long for their own image" and that all students need to see themselves reflected in history while gaining exposure to broader experiences. By treating curriculum as a vehicle for developing critical consciousness, students can understand how historical patterns of marginalization connect to contemporary social justice issues like reproductive rights and environmental justice.

Resource 1 Equity in Family Engagement Toolkit

https://familieslearning.org/wp-content/uploads/2023/10/Equity_in_Family_Engagement_Toolkit_Folder-FINAL_002.pdf

This toolkit centers on ensuring families are “seen, visible, and valued” in school partnerships. It offers reflective questions, practical steps, and case studies for educators. It directly tackles inequities in family engagement by recognizing barriers (like language, culture, or socioeconomic status) and provides ways to overcome them. Teachers can use it to design inclusive reading programs that actively welcome all families, not just those with time, resources, or English proficiency.

Resource 2 Supporting Families Use of Literacy Infographics

https://www.michigan.gov/mileap/-/media/Project/Websites/mileap/Documents/Education-Partnerships/Family-Partnerships/Supporting_Families_Use_of_Literacy_Infographics.pdf?hash=CAD6DFBF9927E7ED9E36581958B5C11C&rev=d583729c2b2b49a9b428a916b518089f&utm

A collection of visually friendly infographics that break down simple literacy practices parents can use at home (like talking, reading, and singing together). Infographics simplify complex guidance, reducing barriers for families with limited English, literacy skills, or time. This combats inequity by giving all families accessible entry points. Teachers can share these in multiple languages or send home copies so parents across income and education levels can engage in daily literacy.

Resource 3 Interactive Literacy Activities Toolkit

https://ed.psu.edu/sites/default/files/inline-files/ILA%20ToolKit%20FINAL_3.pdf

Offers parent child activities designed for home or school settings, with printable handouts and easy instructions. By providing low cost, simple activities, this toolkit helps bridge the resource gap for families who may not afford books, apps, or tutoring. It promotes literacy as a shared family activity regardless of background. Teachers can hand these out as take-home activities, ensuring every family has concrete, culturally adaptable literacy practices.

Resource 4 Families and Schools Partnering for Children’s Literacy Success

A comprehensive toolkit with guides, facilitator materials, infographics, and activities that encourage schools and families to work together on literacy goals. It addresses systemic injustice by showing how schools can shift from a “school centric” approach to true partnership, where family knowledge and culture are valued. Teachers can use this toolkit to run family workshops, literacy nights, or ongoing programs where all families have a voice in literacy learning.

Resource 5 How Families Can Partner With Schools on Literacy Development

https://www.improvingliteracy.org/resource/how-families-can-partner-with-schools-on-literacy-development?utm

A web based guide that explains clear ways families and schools can communicate, collaborate, and support literacy growth. It highlights justice in literacy by framing parents as coeducators, countering the inequity that arises when families are excluded due to language or cultural differences. Teachers can share this guide with parents or use it as a template to build parent newsletters, resource lists, and equity-focused family reading plans.

“The Crisis in Music Education Resulting from the Demise of Educational Institutions” by Rolando Angel-Alvarado -

This article argues that decline or restructuring of educational institutions exacerbates inequities in music education, as reduced institutional support undermines access and program stability. I think this will be useful in providing a zoomed-out perspective of education as a whole and the effects on music in specific.

“Music Education in the Urban Classroom: Issues of Equity and Access” (Lindenwood thesis) — This thesis investigates how equity and access manifest in urban school music programs, exploring barriers like funding, resources, institutional priorities that limit student participation.

“Equity and access in music education: conceptualizing culture as barriers to and supports for music learning” — Butler, Lind, & McKoy propose a conceptual framework that frames five interacting dimensions (teacher, student, content, instruction, context) through which cultural and racial factors may function as barriers or supports in music learning. This is a good example of a way to combat inequities. I read it from a design perspective as well, so I may include that perspective.

Equity in Music Education: Cultural Appropriation vs Cultural Appreciation - Karen Howard This article discusses approaches for music educators when teaching music from other cultures, navigating the thin line between appropriation and appreciation. Howard provides a practical checklist to help teachers reflect on their instructional choices, considering factors like authenticity, context, representation, and power dynamics.

Benefits of Music Education

The Royal Conservatory created this infographic that displays information and statistics from neurology studies that indicate the physical mental benefits of learning music. This isn't specific to equity, but I do plan on using some information to emphasize the importance of music as a component of a well-rounded education.

At the Nexus of Ethnomusicology and Music Education - Patricia Campbell

This article talks about the fields of Ethnomusicology (one I likely would've been in if not for COVID) and Music Education. Campbell also introduces two newer fields that are actively trying to create equitable music learning spaces: Applied Ethnomusicology and Community Music, as well as some online resources for teachers wanting to teach outside of their wheelhouse. I'd like to use this as additional examples of the innovative ways in which people are addressing the inequities and inequalities in music education.

The scope of this project is meant to address how socio-economic status and food insecurity intersect with religious freedom in public schools. The following resources have been compiled to evaluate how offering nutritional options to diverse student populations relates to equity. Equity principles surrounding religious diversity, public health, nutritional access, fairness, and inclusivity will be examined through this research. 

Resource 1: Religion in Public Schools 

Source: Lupu, I. C., Davis, E., & Masci, D. (2019, October 3). Religion in the Public Schools. Pew Research Center. https://www.pewresearch.org/religion/2019/10/03/religion-in-the-public-schools-2019-update/ 

This study provides a broad overview of how Freedom of Religion pertains to public schooling under the Establishment Clause of the First Amendment. The report examines how the Constitution operates to protect freedom of religious expression while avoiding the establishment of religion in public schools. Legal precedent maintains that public schools must operate from a place of neutrality regarding religion and cannot be seen to endorse one faith over another. This resource provides a precursory baseline for understanding how the law has both expanded and limited schools’ purview over religious freedom.  

Resource 2: National School Lunch Act 

Source: Hynd, E. (2016, December 1). National School Lunch Act of 1946. The Congress Project. https://www.thecongressproject.com/national-school-lunch-act-1946  

This resource explains the significance of the National School Lunch Act (NSLA) and subsequent establishment of the National School Lunch Program (NSLP). These are both cited as foundations for requiring public schools to provide meals for students. They address equitable access and adequacy (nutritious and culturally appropriate). This resource also outlines the legal provisions subsidizing or offering free school breakfast and lunch, recognizing the socio-economic reality of students facing food insecurity. The NSLA and NSLP establish the basis for an argument that schools be required to offer vegetarian, Kosher, and Halal options for students under Freedom of Religion. 

Resource 3: Halal and Kosher School Lunch Pilot Proposal 

Source: NYC Comptroller, & Stringer, S. M., Halal and Kosher School Lunch Pilot Proposal (2018). Retrieved from https://comptroller.nyc.gov/wp-content/uploads/documents/Halal_Kosher_Pilot_Proposal.pdf. 

This resource is a public-policy proposal put forward by the Office of the New York City Comptroller that outlines a plan to test the possibility of offering Halal and Kosher meal options in NYC Public Schools. If adopted, this policy could provide necessary context to assess the feasibility of adopting these practices on a federal level. It relates to equity principles by providing reasonable accommodations for minority faiths and highlights the intersection between inclusive school lunch and food insecurity. The plan is framed in a neutral and non-preferential way, pursuant to the provisions of the Establishment Clause. 

Resource 4: Villivalam, Olickal Law Brings Halal and Kosher Food Options to Schools 

Source: Villivalam, Olickal Law Brings Halal and Kosher Food Options to Schools. ISDC. (2025, March 21). https://www.illinoissenatedemocrats.com/caucus-news/46-senator-ram-villivalam-news/6110-villivalam-olickal-law-brings-halal-and-kosher-food-options-to-schools  

In March of 2025, Illinois State Senator, Ram Villivalam and Illinois State Representative, Kevin Olickal successfully authored and passed the Faith by Plate Act, making Illinois the first state to legally require that schools offer Halal and Kosher meal options to students. This law is another, more recent example of policy-makers attempting to provide inclusive school lunches compatible with religious dietary observance. The law is a valuable template for how other states can implement similar policies to expand fair, inclusive, and nutritionally sufficient options for Jewish and Muslim students.  

Resource 5: State Regulations to Support Children’s Cultural and Religious Food Preferences in Early Care and Education 

Source: Looby, A., Frost, N., & Gonzales-Nahm, S. (2019, December 12). State Regulations to Support Children’s Cultural and Religious Food Preferences in Early Care and Education. https://link.springer.com/. https://link.springer.com/article/10.1007/s10995-019-02833-1?utm_source  

This journal article outlines the findings of public health researchers examining the extent that the United States either requires or allows Early Care Education Centers (ECEs) to provide inclusive nutritional options for religious minorities. While not part of the public school system, this study examines how administrative regulations for ECEs determine whether and how educational institutions can meet the cultural and spiritual needs of children. The findings of this audit found that few states in the U.S. had strong regulations supporting cultural or religious food preference. 

My proposed project which is titled  “AP Computer Science Hackathon at Harding University High School”  directly addresses educational equity by embedding a project-based learning (PBL) Hackathon within a Title I school. The plan intentionally targets students who are often excluded from high-level computing opportunities, especially those from low-income, racially diverse backgrounds.

By designing structured, scaffolded pre-event lessons, differentiated supports (UDL accommodations, immersive readers, flexible formats), and a culminating collaborative experience, the project dismantles structural barriers that typically restrict access to advanced computer science learning.

The proposal therefore acts as a justice-driven intervention, expanding who gets to code, collaborate, and create.

Resource Connections and How They Illuminate Equity in the Proposal

1. Levinson et al. (2022)  “Conceptions of Educational Equity”

This article defines multiple models of equity (equal outcomes, resources, experiences, or growth) and warns against vague “equity talk” that fails to shift systems.

The Hackathon design operationalizes “equal experiences and growth trajectories” by giving Title I students a rigorous, AP-level, collaborative computing experience typically reserved for affluent schools.

Implications for equity are seen as the project moves beyond equal access to equal opportunity for enrichment, redefining what high-quality STEM education looks like in under-resourced schools. It promotes systemic fairness not simply offering a course, but transforming the experience to match elite academic opportunities.

The Justice Connection reflects redistributive justice, giving historically marginalized students access to social capital and skill development that bridge opportunity gaps.

2. Nachbauer et al. (2024) — “How Schools Affect Equity in Education”

This resources examines how school-level structures (teaching practices, extended learning opportunities) impact achievement gaps.

My Hackathon proposal introduces a structural change that extends AP learning beyond exams through a real-world Hackathon. It institutionalizes enrichment as a part of the curriculum rather than an afterthought.

This proposal aligns with Nachbauer’s finding that extended-day and authentic learning experiences narrow performance gaps by boosting motivation and self-efficacy among underserved students.

The goal of the Hackathon will be to promote structural justice by reimagining how time, space, and curriculum can be distributed equitably within schools serving low-income communities.

3. Wu et al. (2025) “Can Program Structure Advance Equity?”

The focus of this article is to demonstrates how clear policies and structured program design improve equity more than informal or ad hoc interventions.

This Hackathon proposal follows a systematized ADDIE-aligned structure from pre-event skill analysis to reflection ensuring all students have predictable, equitable access to preparation and success.

The implications for equity is to create a design that minimizes disparities in informal support networks (e.g., who already codes outside school). The use of scaffolding, lesson templates, and facilitator protocols creates a transparent, equitable learning system.

Aligning with procedural justice will be accomplished by ensuring all learners know what success looks like, have tools to reach it, and receive fair facilitation regardless of prior background.

4. Reinholz & Shah (2021) — “Equity and Equality in Data Visualization”

This article focuses on how data representations can influence teacher understanding of inequity. Since the Hackathon project will require ongoing reflection and assessment from infographics to team-model evaluations and journal writing, these artifacts will allow educators to collect, visualize, and analyze student engagement and learning patterns.

Embedding reflective data practices ensures inequities in participation, skill confidence, and teamwork is visible and addressable. Teachers can use this evidence to refine support for underrepresented learners. The Justice connection will be met by demonstrating recognition justice and ensuring every student’s experience and outcome are seen, recorded, and valued rather than masked by averages.

5. MacFarlane et al. — “The Science of Equality in Education”

It is important to emphasize reducing bias and stereotype threats through environmental and institutional design rather than individual remediation. In my proposal I have chosen to use UDL strategies, flexible assessments, and collaborative models to reduce psychological barriers for students who may feel marginalized in advanced computing spaces. The emphasis will be on affirming instruction (via GLEAM principles) and trusted teacher-student relationships which fosters psychological safety and identity-affirming pedagogy.

The learning environment created through the Hackathon project itself will become an equity tool that transforms the culture from exclusionary to inclusive.

The goals is to reflect recognition and representational justice, where each learner’s identity and voice are central to the design of the learning experiences.

In Summary: The Equity and Justice Nexus

My Hackathon Project Plan is not simply an instructional design it’s a systemic equity intervention. It operationalizes justice by:

1. Redistributing access to high-value STEM learning experiences.

2. Recognizing and affirming marginalized learners’ abilities and cultural capital.

3. Representing students equitably within curriculum design and instructional leadership.

Through its structured, inclusive, and reflective design, the proposal embodies the principles illuminated across the five articles: clarity of purpose (Levinson), structural redesign (Wu), data-informed inclusivity (Reinholz), extended opportunity (Nachbauer), and environment-based justice (MacFarlane).

In sum, the Hackathon project at Harding University High School serves as a model for educational and structural equity, bridging the gap between opportunity and access, while advancing justice-centered instructional innovation.

References:

Levinson, M., Cornwell, J., & Shanker, R. (2022). Conceptions of educational equity. AERA

Open, 8(3), 1–15. https://doi.org/10.1177/23328584221121344

Nachbauer, W., Neugebauer, M., & Rumberger, R. W. (2024). How schools affect equity in

education: Teaching factors and extended day programs. Social Science Research, 117,

102972. https://doi.org/10.1016/j.ssresearch.2024.102972

Wu, C., Johnson, J. A., & Brown, E. (2025). Can program structure advance equity in

graduate education? Innovative Higher Education, 50(1), 45–67.

https://doi.org/10.1007/s10755-025-09808-x

Reinholz, D. L., & Shah, N. (2021). Equity and equality: How data visualizations mediate

teacher sensemaking about racial and gender inequity. Contemporary Issues in

Technology and Teacher Education, 21(3), 443–471. https://citejournal.org/volume-21/issue-3-21/mathematics/equity-and-equality-how-data-visualizations-mediate-teacher-sensemaking-about-racial-and-gender-inequity/

MacFarlane, J., Godsil, R., & Goff, P. (2017). The science of equality in education. Perception

Institute. https://perception.org/wp-content/uploads/2017/05/Science-of-Equality-Education.pdf

Tatapudy, P., Wallace, A., & Pagano, L. (2024). Visualizing inequities: A step toward

equitable student data use. CBE—Life Sciences Education, 23(2), ar45.

https://doi.org/10.1187/cbe.24-02-0086

American Psychological Association. “Education and Socioeconomic Status.” American Psychological Association, 2017, www.apa.org/pi/ses/resources/publications/education.

Discusses the education disparities that students from low SES backgrounds deal face, such as less opportunities to practice fundamental skills, less experienced educators, and less access to resources. Important in providing background on the topic to show the importance of intervention.

Resource 2:

- Youtube. (n.d.). Retrieved October 16, 2025, from https://www.youtube.com/watch?si=bqLL1x9SbBwcX8p8&v=HewXL8HrYlA&feature=youtu.be

TED Talk incomplete, however a great story from a young man about his family being poor and how that impacted him academically and socially. Important because he was able to overcome due to getting support from a program. This is a prime example of why my topic is necessary. Students of low SES are not incapable, many just lack resources and support. With some training they can become more equipped to succeed in higher ed and beyond.

Resource 3:

Қорқыт Ата атындағы Қызылорда университеті, Қазақстан, Abilkhairova, Zh. A., Baimaganbetova, Zh. T., Қорқыт Ата атындағы Қызылорда университеті, Қазақстан, Bekmurzaeva, R. A., Қорқыт Ата атындағы Қызылорда университеті, Қазақстан, Nurgaliyeva, S. A., & С. Аманжолов атындағы Шығыс Қазақстан университеті, Өскемен, Қазақстан. (2021). Chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://pedagogy-vestnik. Ksu. Kz/apart/2021-104-4/12. Pdf. Bulletin of the Karaganda University. Pedagogy Series, 104(4), 101–107. https://doi.org/10.31489/2021Ped4/101-107

This infographic goes into more detail about how low SES impacts student performance and why. It also highlights how parents are involved which is important because I not only want to train students, but parents as well. One advantage that most high earning households have is a higher level of parent involvement, which ultimately leads to more success in students. With the right training and resources, low earning families can have the same success.

Resource 4:

Digital Opportunity for Youth Issue Brief Empowering Parents through Technology. 2010.

Discusses the importance of digital literacy amongst parents and how the odds for students success increases. Also discusses facts about increased student success by simple parent involvement. Affirms the idea that parents need to be trained as well as students.

Resource 5:

Miller, Meghan. “How States and Districts Can Close the Digital Divide to Increase College and Career Readiness.” Center for American Progress, 30 July 2024, www.americanprogress.org/article/how-states-and-districts-can-close-the-digital-divide-to-increase-college-and-career-readiness/.

Discusses how the type of engagement with technology that is typical today is part of the reason for the gap and different ways this gap can be addressed. Provides information that could increase "buy in" and support from parents and school for the trainings.

Enriching Your Classroom Through Equitable Technology Integration - IDRA 

This article talks about how technology can either widen or close equity gaps depending on how schools use it. It highlights how students from low-income backgrounds and English language learners are often given outdated tools or stuck with drill-and-practice software instead of engaging, creative tech experiences. I like that it promotes seeing diverse learners as needing remediation to recognizing their cultural and linguistic assets and using technology to build on those strengths. This is important for my project because it can help me to help teachers to understand that equitable technology integration isn’t just about having the tools, but about using them in ways that include and empower students who are often left out. 

How technology can improve equitable access to education | EY - MENA 

This podcast episode explores how large-scale technology initiatives can improve equitable access to education, using India’s DIKSHA platform as a real-world example. It highlights how multilingual content, diverse delivery formats (like mobile apps, TV, and radio), and teacher readiness play a role in reaching all learners, especially those who have been historically underserved. I find it important to my project because it shows that equity in technology isn’t just about having devices; it is about designing tools and content that include language learners and students with different needs. Knowing how another system approached access and inclusion gives me ideas for how K–5 teachers here can use digital tools more intentionally to support their diverse learners, especially ESL students. This podcast also ties directly to equity and justice because it shows how access to education is not fair unless technology is designed for everyone not just those who have the resources. 

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

This article reviews a decade of research on how K–12 teachers use technology to support equity, and it shows that most efforts still come from a neoliberal mindset, meaning the focus is often on helping marginalized students catch up rather than transforming learning in inclusive or culturally responsive ways. The review also points out that technology is mostly used for basic skills and digital competency, while deeper goals like student agency, civic engagement, and multicultural inclusion are less common. I believe this is useful for my project because it gives me a realistic picture of how schools are currently approaching equity through technology and where the gaps are. Basically, it is a reminder that intentional planning, not only having access to devices, is needed if we want tech to support our diverse learners especially multilingual and marginalized students. 

These 60+ Teacher Websites Are Getting Attention for All the Right Reasons | Edcafe AI 

Edutopia offers a rich collection of articles, videos, and practical guides on K–12 teaching strategies, with a strong focus on equity and technology integration. It provides teachers with real-world examples and actionable ideas for creating inclusive and engaging learning experiences. I think this resource is relevant to my project because it gives K–5 teachers concrete strategies and inspiration for using digital tools to support all students, including English language learners and other historically underserved groups. This can give me ideas for my PD workshop and best practices that are research-informed and classroom-tested. It’s all about giving every student a fair shot and making sure every voice is heard, which is exactly what educational justice is about. 

ISTE | Home

ISTE is a big resource for teachers looking to use technology in ways that really put students first. They give standards, webinars, and examples that show how digital tools can help all kinds of learners and make learning more fair. Their resources focus on what actually happens in classrooms, not just theory, which makes them really practical for teachers who want to use tech to support equity. I think this is a great fit for my project because it gives guidance and credibility to the PD I’m creating. It also helps me shape a workshop that shows how technology can be used to include everyone and give all students a fair chance to succeed. 

• In this Article, a middle school teacher utilizes AI to enhance her middle school students' reading comprehension. She strategically places AI in her classroom to improve reading outcomes. The students can generate images and produce prompts to describe them. This helps to build their comprehension techniques. I find this resource useful when examining how children decode in literacy. The creative/graphic portion of AI can assist students with this comprehension skill.

3. https://files.eric.ed.gov/fulltext/EJ1423545.pdf

   • In this study, data from a group of high schoolers is utilized to examine how effective the use of AI is in reading comprehension. The study concluded that students who used the AI platform to assist with reading skills scored significantly higher than the students who did not use the technology. I find this useful when presenting that AI can be useful with intentional instruction. Also, instruction is personalized to students' needs.

4. https://www.cnn.com/2025/09/22/tech/america-literacy-ai-schools

   • This article states that literacy is at an all-time low in the nation. Researchers propose that AI can help bridge the reading gaps following the pandemic. To increase teaching effectiveness, AI platforms can be strategically put into learning plans. I find this article meaningful because it doesn't insist on AI replacing textbooks or teachers, but rather building on the foundation set by historical methods.

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2. Untapped Potential: Boosting Adult Learning with AI and Gamification (2025, Digital Promise)
This report shows how AI and gamification can expand learning access for adults but only when systems are transparent and free of bias. It emphasizes the need for equity checks in learning technology design.
https://digitalpromise.org/wp-content/uploads/2025/01/Boosting-Adult-Learning-Report.pdf

3. Game-Based Learning and Inclusive Pedagogy in Adult Education (AHEAD Journal)
This article highlights how game-based learning can be redesigned to promote inclusion by using cooperative game mechanics and flexible participation options. It argues that equitable gamification must avoid one-size-fits-all designs.
https://www.ahead.ie/journal/Level/Levelling-the-Playing-Field-Game-Based-Learning

4. Gamification Toward Equity, Diversity and Inclusion (2024)
This article explores how gamification intersects with power, fairness, and representation. It emphasizes that game mechanics must be culturally responsive and avoid competition-only models that disadvantage some learners.
https://doi.org/10.1177/14614448241223068

5. Barriers to Gamification Adoption in Education (2025)
This article reviews barriers that prevent equitable use of gamification, including limited resources, teacher bias, and unequal technology access. It shows that inequities are often built into systems and can be addressed through inclusive design.
https://doi.org/10.1177/01655515241230264

Intersection with Equity & Justice:
This resource directly connects to educational equity by showing how maker education can either challenge or reinforce existing power structures. It argues that equity is not achieved through access to tools alone but through culturally responsive design that values students’ diverse ways of knowing. This is especially relevant in a Title I school like mine, where many students’ strengths are rooted in community knowledge, creativity, and resilience qualities that traditional academic structures often overlook. The authors’ call to reject deficit thinking and uplift students’ cultural assets aligns with my project’s goal of creating inclusive literacy and makerspace experiences where struggling readers and marginalized students can thrive.

Originally Virginia Museum of Fine Arts (VMFA)was given one million dollars by the state (or Commonwealth) to create a plan using a community driven initiative: historians, artists, and urban planners.

However, VMFA has not had any part in planning since the end of 2021 citing that the Commonwealth ceded the land to the city of Richmond Richmond alone will decide the future. This seems to have had an inequitable impact by silencing the diverse group initially charged with planning the sites’ renewal.

Richmond Resident and VCU student, Amel Aksough takes a positive look on the statues’ removal: “Personally, I think that we got rid of some history and we made new history.”

Sarah Shield Driggs gives a brief history of how Monument Avenue came to be, and insight into the purpose of it. In the 1890s, the statues erected started with Robert E. Lee, Jeb Stuart, Jefferson Davis, Stonewall Jackson and Matthew Fountaine Morey. Later, in the 1990s, Richmond native and national tennis star Arthur Ashe was added after some controversy. She notes that some objected to its location, since Monument Avenue had been focused on Confederate heroes, but others argued that Monument Avenue was more about heroes than Confederate heroes. The city council and Arthur Ashe’s widow agreed to add a 20^th century hero to Monument Avenue.

At the end of the video Driggs notes that African Americans, as well as others, were offended by Monument Avenue for decades, and that by adding Ashe it helped to make Monument Avenue for everyone, “it makes it a modern street, a street where everybody has a stake, and many more people feel welcome here.”

However, the article notes that “attitudes towards the Statue in the African American community were ambivalent and uncertain,” as it represented “bitter ironies of America's professed identity as a just and free society for all people” when it was just beginning to recognize African Americans as citizens. As such, the Statue was rarely used as a relevant symbol for the African American struggle.

Lonnie Bunch, secretary of the Smithsonian Institution elaborates on this change in design, noting that that the idea came from the celebration of emancipation, but that over time (1865 – 1886), the acknowledgment of abolitionism became less important, and that in many ways the “United States had given up on bringing the North and South together, including African Americans.” Bunch even points out that it’s hard for the shackles or chains to be seen since the statue is so high on its pedestal.

In 1922, the Lincoln Memorial was built, once again without African American input, and this time only featured Lincon. There was no mention of the abolition of slavery, and instead, text inscriptions focused on the preserving of the nation. Savage notes, however, that the absence of an African American, in the monument allowed African American visitors to fill the missing piece with themselves. Savage then documents the series of events staged at the memorial that allowed blacks to “claim” this new monument, such as Marian Anderson’s 1939 Easter performance, where Anderson was spatially situated in photographs as an equal with Lincoln, upending the design of the Freedmen’s Memorial to Lincoln.