Can a Design Activity Diminish Barriers to Equity?
Kyung Kim, Penn State University, United States ; Kioh Kim, University of Louisiana at Monroe, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Since numerous commissions and reports have raised a cry of alarm about teacher shortages in the U.S., there has been tremendous pressure to produce both better and more teachers, that is, the quality and quantity of teacher supply. However, America’s response to teacher shortage appears to place too much emphasis on producing more teachers, rather than better teachers. Thus, America’s schools are now struggling with the shortage of better (qualified) teachers, particularly in poverty schools, inevitably resulting in lower student academic achievement. As a way to improve students’ learning, particularly those in poverty, this paper begins with the question about what an effective instructional way is to close achievement gap, and ends with answer to the question that why collaborative design activities are meaningful.
Kim, K. & Kim, K. (2013). Can a Design Activity Diminish Barriers to Equity?. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1894-1897). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).