Posters
Asynchronous Session
Teaching College Students about Inequities in Access to Technology for Education View Digital Media
Poster Session Jennifer Pearce-Morris
This presentation describes a lesson the author created for her SOCI 101 Introduction to Sociology class in which students are taught how and why equal access to technology helps ensure quality education for children and young adults in all education levels across society (e.g., elementary, middle-school, high-school, post-secondary). It is important to address inequities in access to technology for education because it is tied to opportunity gaps and attainment gaps (Tawfik, Reeves, & Stich, 2016), and these inequities can affect how people access schooling during times of illness or school closings (Korkmaz, Erer, & Erer, 2022). The author teaches this topic from a sociological perspective, but all professors and those employed in the school sector can offer lessons in their fields on equal access to technology in education so that the lessons are applicable to their disciplines. Teaching about inequities in access to technology for education is important because many people receiving the lessons, such as college students, will be going into fields in which they work with people from different backgrounds (e.g., socioeconomic, geographical), and because many will go into fields tied to the education system itself, such as public policy, social work, psychology, law, politics, education, technology, etc. Students found the lesson to be informative and helpful. This study offers ideas on how professors from other fields can teach about inequities in the education system.
PluriTEAL as a Hybrid Pedagogical Framework for Social Transformation: Reshaping the Modes of Postsecondary International Studies View Digital Media
Poster Session Koichi Haseyama
This autoethnographic study reports on transnational Plurilingualism-Infused Teaching English as an Additional Language (PluriTEAL) practices at a university in Japan, where a degree program requires the Japanese students to learn English and (to) conduct their own research projects in British Columbia, Canada over the first two years of their undergraduate studies for social transformation purposes. This Content-Language Integrated Learning (CLIL) design has been embodied through Placemaking Project in the mixture of cyber and physical spaces at a global level. By seeking possible best practices in online education models, the set of coursework aims at students’ online scholarly journeys of project-based inquiry to end physically in a foreign country. This evidence-based blended mode of pedagogy (online & in-person) also provides the audience with a theoretical understanding and application designs in exploring a pedagogy in TEAL that is anchored in the framework of Plurilingualism and Plurilingual competence. The pedagogy is a holistic approach to learner’s personal repertoire of linguistic and cultural knowledge and skills as their Funds of Knowledge for learning in various fields, systems and ideologies of global and local communities. To embody this pedagogical lens to a practical level in the learners’ individually unique research projects, PASTeL (Plurilingualism, Art, Science, Technology, and Literacy) is explored in CLIL frameworks. The data collection methods include pedagogical fieldnotes and reflective journaling. This pedagogical-methodological approach to educational research is a reflection of a collaborative inquiry model where the students and instructors co-explore a co-constructive methodology for online documentation of the reflective learning journey.
Facilitating Multipotentiality in Education: Innovative Pedagogical Approaches for Instructor-Led Student Empowerment View Digital Media
Poster Session Jason Waldow, Lindsey J.
In the evolving landscape of higher education, the concept of multipotentialism emerges as a vital paradigm. This study delves into the significance of multipotentialism in contemporary academia. It challenges the conventional notion of a singular academic or career trajectory, advocating for a versatile approach that embraces multiple interests, talents, and passions. This poster spotlights the pivotal role online college instructors play in fostering a multipotentialite mindset. Through this lens, we explore diverse methodologies and strategies that instructors can employ to enhance student engagement and versatility, preparing them for a dynamic employment landscape. The study encapsulates the defining characteristics of multipotentialites and offers practical, instructor-focused approaches to enrich and diversify the student academic experience, thereby aligning with the broader goal of holistic student empowerment.
