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Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies Jamilee Baroud T

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Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies Jamilee Baroud T Running Head: ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY IN TEACHER EDUCATION INSTRUCTION, CURRICULUM AND PEDAGOGIES JAMILEE BAROUD Thesis submitted to the University of Ottawa in partial Fulfillment of the requirements for the Doctorate in Philosophy Degree in Education Faculty of Education University of Ottawa © Jamilee Baroud, Ottawa, Canada, 2020 ENGAGING THE INTETERSECTIONS OF EQUITY AND TECHNOLOGY ii Abstract .......................................................................................................................................... v Acknowledgments ........................................................................................................................ vi Research Questions ................................................................................................................................. 3 Provincial Context: Definitions of Digital Literacy.............................................................................. 4 British Columbia. .................................................................................................................................. 4 Ontario. ................................................................................................................................................. 5 Chapter Summary ................................................................................................................................... 7 Chapter Two: Literature Review ................................................................................................ 9 Introduction ................................................................................................................................... 9 First Level Digital Divide ...................................................................................................................... 11 Second Level Digital Divide .................................................................................................................. 15 Third Level Digital Divide .................................................................................................................... 20 Contemporary digital divide discourses in Canadian schools........................................................... 21 System Crashing: Flawed Engagement and Soundbite Solutions .................................................... 22 Reboot: Consume, Critique, Create, and Community of Practice ................................................... 26 Chapter Summary ................................................................................................................................. 29 Chapter Three: Conceptual Framework .................................................................................. 31 New Literacies........................................................................................................................................ 32 Upper case New Literacies. ................................................................................................................ 34 Lower case new literacies. .................................................................................................................. 38 Critical Literacy .................................................................................................................................... 42 Critical engagement skills. .................................................................................................................. 43 Reflexivity skills. ................................................................................................................................ 45 Digital democracy. .............................................................................................................................. 46 Intersectionality ..................................................................................................................................... 48 Intersectionality: Absences, contradictions, and murkiness. .............................................................. 50 Four Interrelated commitments of intersectionality. ........................................................................... 54 Chapter Summary ................................................................................................................................. 58 Chapter Four: Research Design ................................................................................................ 59 Multiple Case Study Approach ............................................................................................................ 59 Research Questions ............................................................................................................................... 60 Participants and Context ...................................................................................................................... 61 Methods of Data Collection and Procedures ............................................................................ 64 Interviews ............................................................................................................................................... 64 Student Questionnaires ......................................................................................................................... 66 Workshops ............................................................................................................................................. 68 Case one: Flipgrid and reflection post workshop................................................................................ 69 Case one: Video remix workshop. ...................................................................................................... 70 Case two: Online video module and reflection post workshop. ......................................................... 71 Case two: Green screen and critical video production. ....................................................................... 72 Provincial Curricula and Syllabi ......................................................................................................... 73 Ethical Procedures and Considerations .................................................................................... 77 ENGAGING THE INTETERSECTIONS OF EQUITY AND TECHNOLOGY iii Data Analysis Procedures........................................................................................................... 78 Critical Discourse and Corpus Linguistics Analysis of Text ............................................................. 79 Chapter Five: Findings ............................................................................................................... 84 Case Study One ........................................................................................................................... 86 Preliminary Interview ........................................................................................................................... 86 Personal, teaching, and education background. .................................................................................. 86 Curriculum, syllabus and pedagogy. ................................................................................................... 89 Syllabus................................................................................................................................................... 96 Who is represented in the syllabus? .................................................................................................... 97 How is critical framed? ..................................................................................................................... 101 How is digital framed? ...................................................................................................................... 102 Provincial Curriculum ........................................................................................................................ 105 Who is represented and how are these identities framed in curricula? ............................................. 106 How is critical thinking framed? ....................................................................................................... 111 How is digital framed? ...................................................................................................................... 114 Survey Questionnaire Responses ....................................................................................................... 118 Questionnaire responses. ................................................................................................................... 120 Final Interview ..................................................................................................................................... 123 Reflexive practice: Syllabus, curriculum, and survey responses. ..................................................... 123 Critical literacy: Pedagogical implications. ...................................................................................... 127 Technology integration: Pedagogical implications. .......................................................................... 129 Summary of Case Study One ............................................................................................................. 137 Case Study Two ........................................................................................................................
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