Leveraging Instructional Technology And Asset-Based Pedagogy For Equitable Representations In Technological Opportunities

This dissertation explores the use of an asset-based lens to leverage instructional technology in order to shift pedagogical practice in consideration of every student. This is a series of co-authored and co-edited articles by two Instructional Technology Facilitators (ITFs) that utilized the theoretical foundations of Feminist and Critical Race Theories in order to explore intersectionality in instructional technology and coaching. The first article introduces the problem statement where technology is not being utilized effectively in K-12 classrooms to actively facilitate equitable representation in instructional technology opportunities and STEM roles. The second article is a literature review to reflect on current pedagogical practice with regards to instructional technology and STEM with specific attention to women and students of color. The final two articles focus on the methods and results of the individual researchers™ findings as both authors worked with teachers via a Coaching Work Plan and were either observers or co-teachers as they collaborated with classroom teachers and students during a unit or lesson. Each article is brought together by a reflective bridge to describe their process and reflections as well as provide contextual cohesiveness. The last section describes the co-authors process as they navigated the collaborative dissertation process.