Diversity

The program enhanced my understanding of technology as a tool to provide

equitable resources for all students and not distinguish between the instructions and the
technology use. I learned that low SES learners might have less knowledge of the
technology and gaps in the necessary expertise to complete the courses. These gaps may
not be equitable with students who are not low SES learners (Bernardi, 2021). The holes
in the technology will most likely go along with the gaps in the material of each course.
To fulfill those gaps, the low SES learners will need to have an integrated way to learn
technology and the material they may have missed. I learned in this program how to lead
professional development for teachers that help them integrate the course material and
technology simultaneously and use technology as an integrated part of learning.
I mastered the ability to model and advocate for the use of technology for
challenging tasks and higher-order thinking for all students by incorporating strategies
like offering tutoring sessions reach in technology integration, or after-school programs
and clubs would build the school culture to help students create a sense of belonging and
address the gaps that students may have in technology use. The emotional aspect of
technology use gaps may force students to be intimidated by technology or unwilling to
learn with technology thoroughness. I advocate for the PBL pedagogy that creates a
culturally responsive teaching environment and makes students more willing to try (Craig
& Marshall, 2019. The fundamental motivation to learn is enhanced in low SES learners
when they learn through the meaningful connection between technology students'
cultures, languages, and life experiences and the curriculum. Building relationships with
the teachers and letting them serve as role models will help students reach their goals
(Quality-Plus Teaching Strategies, n.d.). In this program, I learned to use strategies such
as modeling and thinking aloud help low SES students adequately address their
deficiencies in learning the context and technology gaps (PBL Across Cultures, 2013).
I advocated for lowering the gender disparity by pointing out that considerations
must be made in the school’s vision plan for the next few years. These populations
culturally have very separate views of gender roles (Haro GarciÌa, 2013). I learned in this
program how to collaborate with administrators to keep our school appealing to girls via
art programs that combine technology and traditional arts, such as graphic designs or
digital arts. The subjects that appeal to a girl can have the same rigor of technology use as
the more traditional boys' routes (Cohoon, 2006). For example, working with sound
technology requires the same coding as writing and designing apps.
In this program, I put emphasis on bringing the opposite genders to traditional
gender courses and minimizing gender limitations by building a school culture of
inclusion for all (Adjapong, 2021). For example, it creates asking not distinct genders to
develop marketing tools for each club, activity, etc. I suggested reaching out to guest
speakers to find and bring speakers and comminute members that are a member of the
gender groups underrepresented in technology (Cohoon, 2006).
I learned how to include addressing the needs of students who speak other than
English at home. I developed an outline to organize student after-school programs that
teach parents about the technology students use. Teaching others is one of the best
methods to ensure understanding (Quality-Plus Teaching Strategies, n.d.). Also,
cultivating parents' and students' relationships in schools helps students be more self-
motivated and successful in learning (Stone, 2002).
The following activities that I have completed demonstrate my ability to address
diversity issues in today’s schools successfully:
 ESL Technology Experience: I created and executed, and evaluated a plan for a
student that is an English learner that uses technology to help students in my
classroom.
 Assistive Technology Experience: I created and executed, and evaluated a plan
for a student with a learning disability to use online assistive technology to help
them learn.
 Online Learning Experience: I designed and executed an online learning
experience that was based on cultural experiencing activity for students, which
formed a personalized learning environment for each student via the use on Web
2.0 tools.
 SWOT Analysis and Action Plan: I provided researched based solutions to treads
and weaknesses that were based on my school’s diversity, culture, and needs of
students.
  Internet Lesson Plan: I addressed the needs of the students in my classroom based
on their issues with learning and culture.
 Collaborated with the special education teacher to create and model PBL
pedagogy, meeting the needs of all students.
 Capstone Project: I collaborated with other teachers to provide a social media
platform where the teachers can share their lessons plans and provide feedback
about meeting students’ needs and hints on how to help students with diverse
backgrounds
 Coaching Assignment: I helped a teacher in my school reflect on classroom
practices to expand my professional experience about creating classroom culture
and resources that address gender inequality.

References
Adjapong, E. (2021). Exploring Hip-Hop Pedagogy for the Advancement of Girls of
Color in Science. Urban Education, 56(6), 843–871.
Bernardi, F. G.-H. (2021). The Social-Origins Gap in Labour Market Outcomes:
Compensatory and Boosting Advantages Using a Micro-Class Approach.
European Sociological Review, 37(1), 32–48., 37(1), 32–48.
doi:https://doi.org/10.1093/esr/jcaa034
Cohoon, A. W. (2006). Women and information technology : research on
underrepresentation / edited by J. McGrath Cohoon and William Aspray. MIT
Press.
Craig, T. T., & Marshall, J. (2019). Effect of project-based learning on high school.
Journal of Research in Science Teaching, 56(10), 1461-1488.
doi:10.1002/tea.21582
Haro GarciÌa, &. T.-A.-A. (2013). Gender and love : interdisciplinary perspectives
(Second Edition ed.). Inter-Disciplinary Press.
PBL Across Cultures. (2013). Aalborg University Press.
Quality-Plus Teaching Strategies. (n.d.). Retrieved from Gwinnett County Public
Schools: https://www.gcpsk12.org/qpts
Stone, R. (2002). Best practices for high school classrooms : what award-winning
secondary teachers do. Corwin Press.