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

Abstract

The recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts to real-world engineering design challenges (EDCs) for students (Next Generation Science Standards, 2013). We argue that engineering practices are more equitable when they are relatable to students and rooted in local experiences and social justice connections. There is promise in connecting middle school STEM teachers with minoritized engineers to achieve this goal. Digital technologies accessed through tablets can support teachers and engineers to form a community of practice (CoP; Lave & Wenger, 1991) and to collaborate, research, illustrate, and implement plans for equitable EDCs. We use a case study analysis to describe how two middle school STEM teachers and collaborating engineers use digital technologies within a blended community of practice to plan equitable EDCs using online collaboration and presentation tools. Teachers Kevin and Tania visually map their process of planning an EDC with professional engineers, creating connections between their middle school students, social justice issues, their own experiences, and content standards to create an EDC in which students were invested and motivated to devise solutions. The cases highlight how teachers adapted digital technologies to their needs to facilitate the co-construction of lesson plans with engineers.