1

Running head: DIVERSITY, EQUITY, AND INCLUSION

Diversity, Equity, and Inclusion in Instructional Technology

Empress Searight

University of Alabama
2
Running head: DIVERSITY, EQUITY, AND INCLUSION

The promotion and cultivation of diversity, equity, and inclusion (DEI) is a critical

priority for higher education (Brooks, 2019). When addressing diversity, equity, and inclusion

(DEI), all students should feel a sense of belonging. Therefore, I am committed to promoting

diversity, equity, and inclusion (DEI) in my research and teaching strategies to help students feel

seen, heard, and respected regardless of who they are and their benefits.

I feel that learning to engage diversity in my teaching and include all ranges of

differences in students and including equity is important in engaging learners and creating a

society that recognizes all learners. Implementing Instructional Technology is a great way to

address diversity because it involves communication between students of different origins. To

implement technology in a diverse classroom I will be more creative in preparing my lesson

plans and activities to keep students actively engaged in learning. For example, according to

Dean (2019) incorporate active learning strategies is a solution to keeping students engaged and

actively involved. It also encourages cooperative learning that can provide equal communication

opportunities for all its users.

For educators to create an equitable learning environment, we must first reflect on our

personal beliefs by reflecting on our positionality, which is our place in society (Sensoy &

DiAngelo, 2017). Educators should seek to understand that individual students have unique

learning needs. This can help in learning to be more conscious of race and gender and the

learners’ ability to better support students and their needs. According to Boutelier and Ludwig

(2021), the concept of “tech equity” can leverage the support of technology. As an educator, I

can do this by supporting equitable access, digital content and learning opportunities in

educational technology to meet the diverse needs all students (ISTE, 2022).
3
Running head: DIVERSITY, EQUITY, AND INCLUSION

Inclusive education is all students, regardless of any factors they face, together in similar

educational institutions with their neighborhood schools to receive high-quality teaching and

education, enabling them to meet success in the core curriculum (Alquaraini & Gut, 2012; Buti

et al., 2010). Inclusive technologies can help all students, including those with differences, learn

ways or strategies to help them succeed in learning. Exploring new ways to engage students and

including them in the curriculum through the framework of Universal Design for Learning

(UDL) (Center for Applied Special Technology [CAST], 2022) can help in making sure students

are inclusively taught to their needs. As an educator, I will implement the three main Universal

Design for Learning (UDL) principles engagement, representation, and action to guide me while

planning a lesson plan or activity for students. These principles can reduce the challenges and

provide accommodations for all learners.

Educators should be committed to creating an open, safe learning environment where

students can feel free to express their ideas, opinions, and world views with the use of

instructional technology. They must continue to foster students’ learning by providing them the

necessary tools to address their needs with diversity, equity, and inclusion (DEI). The internet

and technology have allowed students to use their imagination despite race, belief, and

differences in the classroom.

4
Running head: DIVERSITY, EQUITY, AND INCLUSION

References

Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with
severe disabilities: Literature review. International Journal of Special Education,
27 (1), 42 - 59

Boutekier, S., Ludwig, N., Leveraging Technology to Support Student’ Needs. Retrieved,
September 24, 2022, from https://www.edutopia.org/article/leveraging-technology-
support-students-needs

Brooks, D., Why Isn’t DEI in the Top 10? Retrieved. October 24,2022, from
https://er.educause.edu/articles/2019/1/why-isnt-dei-in-the-top-10

Bui, X., Quirk, C., Almazan, S., & Valenti, M. (2010). Inclusive education research and
practice. Maryland Coalition for Inclusive Education, 1- 14.

CAST. 2022. Universal design for learning guidelines. Retrieved, September 24, 2022, from
https://udlguidelines.cast.org

Dean, Mary., 7 creative ways to teach diverse learners (2019)

https://www.classcraft.com/blog/creative-ways-to-teach-diverse-learners/

ISTE. 2022. ISTE Standards Educators. Retrieved, October 22, 2022, from
https://www.iste.org/standards/iste-standards-for-teachers

Sensoy, Ö, & DiAngelo, R. J. (2017). Is everyone really equal? An introduction to key concepts
in social justice education. New York, NY: Teachers College Press.