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Humphries

The author gained knowledge about diversity and technology through their ITEC program. They implemented literacy-based STEM activities and taught coding to help close the gender gap in STEM fields. Research showed men were more likely to pursue STEM jobs. The author also helped teachers strengthen technology skills and ensured all students received equitable access to technology opportunities through lessons and workshops.

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58 views

Humphries

The author gained knowledge about diversity and technology through their ITEC program. They implemented literacy-based STEM activities and taught coding to help close the gender gap in STEM fields. Research showed men were more likely to pursue STEM jobs. The author also helped teachers strengthen technology skills and ensured all students received equitable access to technology opportunities through lessons and workshops.

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api-416737640
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Diversity

By Cara Humphries

Throughout the ITEC program at Kennesaw State University, I’ve gained a plethora of
knowledge about diversity as it relates to technology. In each class, I’ve learned about how to
reach a diverse population of students using technology. Technology-rich lessons can be
implemented to ensure that students with disabilities, ESOL students, and students that come
from low-income families have the opportunity to excel academically.
Research shows that men are more likely to pursue a STEM-related job than women
(Beede, Julian, Langdon, McKittrick, Khan, & Doms, 2011). With this in mind and in effort to
close the gender divide, I’ve implemented literacy-based STEM activities in the media center
with my students. I want all students to have the opportunity to be exposed to the engineering
process. The Gap Analysis report that was completed in summer, 2018, revealed that Reese Road
Leadership Academy was performing at 63% for equitable access for all students, so I used that
information to help me in planning lessons to reach every student (ISTE, 2018). In effort to
improve equitable access, I’ve taught my students how to code using various websites like
Code.org, Madewithcode.com, and ScratchJr.com. Before teaching them, I had to learn how to
do this myself. I learned about coding while in this program so I wanted to expose my students to
that as well. They have learned how to utilize tools like Google Earth and a variety of
presentation tools. I have really enjoyed seeing my students learn how to use these 21st tools this
school year. Even the students that have disabilities have excelled and built critical thinking
skills with learning how to code. Students have also learned about robotics using Little Bits. It’s
very interesting to observe the students that show interest in technology because it’s not always
the “straight A” student. Since I’ve had the privilege of exposing all students, I’ve learned a lot
about their interests and strengths as students and individuals.
Along with teaching my students about Web 2.0 tools that I’ve learned about in this
program, I’ve also had the opportunity to help teachers strengthen their technology skills. I have
been able to teach them how to make their lessons more engaging and reaching more students.
Through the development of several professional development workshops in the ITEC program,
I’ve learned a lot about how to teach other teachers about technology implementation in the
classroom.
Before entering this program, I knew I liked using technology in the classroom, but my
lessons were not technology-rich nor student-led. With this program I’ve learned about how to
teach any student, regardless of race, socioeconomic status, gender, or academic level, about
being leaders in technology. I plan to continue learning about new ideas and tools as it relates to
instructional technology even after this program is over. I hope to inspire my students to pursue
their interests in technological-related fields.

The following list is intended to stimulate thinking about professional experiences related to
diversity. It is NOT a comprehensive list.

 Providing assistance to teachers about how to make lessons more engaging using technology
to reach the needs of all students in their classroom.
 Creating equitable access to technology by allowing all students to participate in STEM
activities in the media center.
 Modeling lessons and team-teaching to help teachers learn how to implement technology in
the classroom.
 Exposing every student to coding opportunities and robotics in the media center.
 Providing technology training and digital safety for parents and other community members.
 Advocating for all students to have equitable access to technology within the classrooms
using Chromebooks.
References

Beede, D., Julian,T., Langdon, D., McKittrick, G., Khan, B.K., & Doms, M. (2011) Women in stem:
A gender gap to innovation. U.S. Department of Commerce. Retrieved from
http://www.esa.doc.gov/sites/default/files/womeninstemagaptoinnovation8311.pdf.
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-
transform/diagnostic-tool/results
Humphries, C. (2018). SWOT Analysis Template for Technology Planning Needs Assessment.

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