Teaching in Inclusive Technology Systems

Teaching supported by technology connects educators to people, data, content, resources, expertise, and learning experiences that can empower and inspire educators to provide more effective teaching for all learners (National Educational Technology Plan (NETP), 2017). The NETP highlights the importance of equitable student access to both high-quality technology and teachers who have the skills to use that technology to personalize learning. Teaching with technology can transform not only teachers as educators, but also students as learners.

Building teacher clarity regarding teaching with technology offers the opportunity to considerably accelerate and improve teaching and learning (Visible Learning Meta, 2020). Educators who build their capacity for their technology knowledge, skills, and implementation are more effective in supporting the learning process. By taking a proactive approach to broadening personal technology skills, educators can more effectively offer explicit instruction and support to help students identify and remove barriers to learning with technology.

The Center for Inclusive Technology in Education Systems (CITES)uses an iterative design-thinking process, in partnership with local districts, to identify and refine a set of teaching practices that enhance the development of a balanced and inclusive technology infrastructure.

Actions educators can take to support inclusive learning when using technology include:

• Develop technology competencies, including how to use accessible and assistive technology to support student progress toward learning goals.
• Use technology to support student-centered learning for all students.
• Take responsibility for developing or enhancing the technology skills needed to support instruction for all students.