Exploring how Digital Technologies Can Support Co-Construction of Equitable Curricular Resources in STEM

Abstract

The recent emphasis on engineering practices providesan opportunity for K-12 science and mathematics teachers to apply STEM conceptsto real-world engineering design challenges (EDCs) for students (NextGeneration Science Standards, 2013). We argue that engineering practices aremore equitable when they are relatable to students and rooted in localexperiences and social justice connections. There is promise in connectingmiddle school STEM teachers with minoritized engineers to achieve this goal.Digital technologies accessed through tablets can support teachers andengineers to form a community of practice (CoP; Lave & Wenger, 1991) and tocollaborate, research, illustrate, and implement plans for equitable EDCs. Weuse a case study analysis to describe how two middle school STEM teachers andcollaborating engineers use digital technologies within a blended community ofpractice to plan equitable EDCs using online collaboration and presentationtools. Teachers Kevin and Tania visually map their process of planning an EDCwith professional engineers, creating connections between their middle schoolstudents, social justice issues, their own experiences, and content standardsto create an EDC in which students were invested and motivated to devisesolutions. The cases highlight how teachers adapted digital technologies totheir needs to facilitate the co-construction of lesson plans with engineers.