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dc.creatorPapendieck, Adam
dc.date.accessioned2018-04-27T15:01:12Z
dc.date.available2018-04-27T15:01:12Z
dc.date.issued2018-04-27
dc.identifierdoi:10.15781/T2891278V
dc.identifier.issn2329-5724
dc.identifier.urihttp://hdl.handle.net/2152/64974
dc.description.abstractDespite a history of techno-idealistic rhetoric and reform efforts in the United States, technology integration in education has tended to reinforce an inequitable and unjust social status quo in our classrooms and more broadly. Today, issues of technology and equity in education are often framed in terms of “access” and digital “participation,” both measures of formal equality that may leave us significantly short of substantive equity. This critical issue is formed around a general critique of technology as a value-free subject or set of tools in education. The contributing authors demonstrate what it means to interrogate our assumptions about technology in broader ethical contexts and critically engage technology specifically for transformative educational goals of equity and social justice.en_US
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 6, Issue 1
dc.subjecttechnologyen_US
dc.subjecteducationen_US
dc.subjectequityen_US
dc.subjectsocial justiceen_US
dc.subjectTexas Education Review; Vol. 6, Issue 1
dc.titleTechnology for Equity and Social Justice in Education: A Critical Issue Overviewen_US
dc.typeArticleen_US
dc.description.departmentEducationen_US
dc.rights.restrictionOpenen_US


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