What are some effective ways to use technology in your teaching for diversity and inclusion?

The first thing is to understand the course requirements and build the students’ comfort level with using the selected technology. Consistent exposure to various types of technologies across disciplines helps. The other thing is to ensure that various options are available to cater to differentiated learning styles. More than one form of assessment with clear rubrics should also be offered. For example, the students could have the option of writing a final paper, doing a video presentation, or presenting a power point.

In my experience, new technologies like chatgpt can be used as a hook to engage students and reveal the underlying biases in how information is presented. Developing prompts around contemporary concerns with the students and analyzing the POV of the generated texts can unpack which perspectives are dominant and make the case for diversity in our knowledge systems.

My regular practice is, first I ask students to create a WhatsApp group so that I can share a pre-read or assignments or news or topic for classroom discussion. Even I can manage my flipped classrooms through WhatsApp group by posting videos or pre-reads. WhatsApp is faster to reach students and works effectively as Learning Management System (LMS). I discourage the technology for submitting the assignments in soft copies and ask the students to submit hand written assignment in hardly half to one page. This helps them in refine their thought process and creativity. Compliment the syllabus with one MOOCs Value Added Course (VAC). My big idea is, each teacher must have their own you tube channel which can be used for flipped classroom.

A first step would be to teach students to frame questions clearly. Is the question concerned with diversity of content, or diversity of audience? Does the question reference a plurality of cultural backgrounds, or divergent levels of prior knowledge? Diversity of content won't automatically address the challenge of reaching all individuals in a class if there are widely divergent levels of prior knowledge. Good teaching must stretch students beyond their zones of proximal development (their"comfort zones"). Technology might be useful for ascertaining the range of "comfort zones", but it is naïve to think that a plurality of comfort zones will be catered for by technology alone, or even that all students have equal access to the technology.

My experience has shown me that prudent use of technology can help the students to access and explore large volume of resources. The learners and curious minds can come together, collaborate, debate, pose questions and opinions and post their own opinions. The thing to remember is to empower learners to be able to sift through to all the information available.

Before we can incorporate technology in teaching to promote diversity and inclusion, it is important to consider what digital inequities exist. Not all students will have the means by which to access technology or even knowledge on how to use whatever technology you chose to build into your lessons. So, be deliberate in assessing students’ needs, communicating ahead of time what tools will be required, and build time into the lesson for demonstrating technology use. If there is little time to demonstrate use, then be sure to arrange pre- and post-lesson activities to cement learning. Remember, while technology can enhance learning, not all students have equal access. Minimize digital inequities as part of diversity and inclusion efforts.

It’s important to take advantage of integrated accessibility options; however, it’s also important to make use of universal design principles to present media is various formats. What is appropriate or accessible for one individual may not be to another — as you will always have a diverse set of learners with varying learning needs and preferences. Make sure your videos have captions, but also provide a readable transcript. If you’re using openly available resources, this also helps ensure access to those who may have bandwidth limitations.

Based on my experience, I think it is preferable, when designing online courses, to adopt Edtech as simple as possible, and that sophistication is expensive, time-consuming, more difficult to evolve over time, and generally has limited pedagogical value. This is one more argument when trying to develop flexible curricula, because it means multiplying the approaches proposed and therefore leads to a certain redundancy in the modules offered to students. The simpler the technologies used, the easier the exercise is.

At the onset have a sound ERP in place to be used by all. This ERP should be scalable and upgraded with the technology upgrade. Equip the labs with state-of-the-art Digital Multimeters, Total stations, 3D drawing and printing thru planar etc. This will make them industry ready.

In my experience, assistive technology such as ‘Reader pens’ create an inclusive approach for struggle readers but also for Dyslexic students. I find that a reader pen is more cost effective during EAA.

Digital tools like Panopto and Vocaroo can help educators in creating an engaging visual presence in a VLE. Even something as simple as having personal photos available can help contribute to "humanise" the online environment and make learners feel more comfortable. Asynchronous teaching, using YouTube/podcasts embedded with polls and quizzes (Kahoot!, Mentimeter, Padlet), along with discussion forums and Padlet helps to foster inclusivity, safety, trust, and respect in online learning environments. This approach also facilitates self-paced reflection and engagement with course materials for learners.

Online community can be a boon for collaborative learning for both teachers and the students. Students can connect with other students and teachers across the globe, share their knowledge and support each other for projects and other activities. Such communities can be created on social media as well. For eg. I created a Ln community called Global Educators Forum, that gave a platform to teachers across the globe to connect and collaborate.

Virtual collaboration tools, like forums and video conferencing, enhance cross-cultural engagement. Educators should promote multilingual resources for accessible lecture materials, using readable fonts and video transcripts for diverse learning needs. Real-time language translation tools break down language barriers in virtual classrooms. Cultural competency training aids educators in adapting to diverse student backgrounds. They can broaden global perspectives through guest speakers and virtual field trips. Embracing virtual platforms, multilingual resources, accessible materials, and cultural competence creates an inclusive environment for students from various backgrounds.

: Utilizar plataformas en línea como foros de discusión, grupos de redes sociales o salas de chat para fomentar la participación y el intercambio de ideas entre los estudiantes. Esto permite a los estudiantes compartir sus experiencias, preguntas y preocupaciones, y recibir apoyo de sus compañeros y del profesor. Utilizar herramientas de traducción en tiempo real: Para garantizar que los estudiantes que no hablan el idioma principal de instrucción puedan participar plenamente en las actividades en clase, se pueden utilizar herramientas de traducción en tiempo real. Estas herramientas permiten traducir el contenido de la clase al idioma nativo de los estudiantes, lo que les permite entender y participar activamente.

Facilitating and supporting an online community presents unique challenges. The tools employed must be user-friendly to ensure seamless interaction. Equally important is cultivating an environment where students are eager to engage. Fostering a sense of community involves encouraging active participation, promoting discussions, and utilizing accessible platforms. A balance of technology and a conducive community spirit contributes to a vibrant online space, fostering collaborative learning and meaningful connections among students. Regularly assessing and adapting tools based on user feedback ensures continued ease of use and sustained engagement.

To engage and interact with the students during teaching we can integrate our lessons with interesting tools, like online quizzing, kahoot etc. Online platforms like zoom can also provide applications through which participants can engage themselves in the lessons. Immersive technology is also a very effective way to grab the attention of all students including the late bloomers. Interesting Teaching aids like working models, are another way to engage the students.

All of my online courses are interactive. This is really important. We often work together for 6 to 7 hours on Zoom. This might seem long, but changing between moments of presentation, discussions, and more practical activities lets time fly by. The participants are young international researchers from all around the world. The challenge is : not only to offer to all the chance to participate and speak but to assure that ALL share their thoughts. Both the extroverts and the shy. The native speakers and those who struggle. And it usually works. :-) Human interaction and compassion is in my view the most important ingredient for success.

A common problem in physical learning situations is the unequal division of time for expressing ideas or getting teacher attention. Some students are confident in expressing themselves in the classroom, others feel uncomfortable or need more time before asking/answering/expressing ideas. Technology can help in overcoming problems when getting everyone's viewpoints by using tools where students can be anonymous, or divided into smaller groups. Examples are mentimeters for feedback and assessment in physical classrooms and breakout rooms a distance based classroom.

Using gamification keeps learners engaged, excited and wanted to know more. It also allows students to interact with other instead of just competing. For example, students can be assigned to teams to complete certain activities or missions. Upon completing the tasks, badges of recognition can be awarded and leaderboard can be used to create some healthy competition. Most importantly, the good use of technology and gamification allows learners at various competencies to learn and grow.

Integrating AI into gamification for education involves employing algorithms to tailor challenges, difficulty levels, and rewards based on individual students' learning styles and progress. Real-time feedback and adaptive storylines enhance engagement, while AI-driven progress tracking provides insights for educators. By personalizing the gaming experience, suggesting collaborative activities, and analyzing data for continuous improvement, this approach fosters a dynamic and motivating educational environment, ensuring students remain engaged while advancing through personalized learning pathways.

Presenting students with a variety of voices/perspectives can strengthen students' ability to see themselves as co-learners. In my management course this looked like introducing a variety of case studies and community guests who shared their own management experiences in ways that both complimented and contradicted my perspective. I appreciate the way complimentary perspectives help thicken students' understanding of concepts and introduce nuance to their strategic approach. Perhaps more important are the contradictory perspectives, which create space for healthy disagreement, offer varied approaches to problem-solving, and allow me to model "staying curious" as we explore the content together.

Es también muy útil hacer uso de investigaciones, estudios que ya se hayan realizado por organismos internacionales como la OCDE o la UNESCO que generalmente nos pueden ofrecer información actual y mundial, una suerte de información de referencia global.

This step is important, keeping in mind that some learning technologies can reproduce inequalities, such as stock images showing a majority of men in STEM, or specific racialised groups in the service industry, which is indicative of discriminatory representation. Algorithms are biased, and so educators must be able to create their own sources if the ones present are exclusive. Additionally, culture-specific contexts are important in selecting material from online platforms as most of them are catered to a specific western audience. Language can also be a barrier, so sources with multi-lingual and additional accessibility requirements is a must. I also recommend talking to learners to assess their learning needs.

Technology can play a crucial role in incorporating diverse and inclusive content and perspectives into teaching. For this purpose, technology can be leveraged by incorporating multimedia content (videos, podcasts etc) that showcase diverse voices and experiences, as well as by encouraging students to create their own multimedia projects to express their understanding of diverse topics. Personally, I was inspired by a professor who used multimedia content in his classes. One of the annexes to my Ph.D. thesis, which regarded development experiences of a racialized community, was a video containing interviews carried out during the research process.

One of the greatest aspects of today's technology is the opportunity to find and utilize a wider variety of resources. From still photographs, to oral histories, to documentary films, we can expose students to worlds of stories and ideas that weren't available just a decade ago. The fact that we can share those materials virtually before class and then have time to deeply discuss them in class broadens the content we are able to share and engages students both in and out of the classroom.

En la era digital, la tecnología se presenta como un aliado indispensable para construir aulas inclusivas y diversas. El Diseño Universal para el Aprendizaje (DUA) emerge como una guía esencial para aprovechar al máximo esta herramienta. Al utilizar la tecnología de manera adecuada, no solo facilitamos el acceso a la información, sino que también personalizamos el aprendizaje para atender las necesidades únicas de cada estudiante. Desde recursos multimedia hasta plataformas interactivas, la tecnología se convierte en un puente que acorta las brechas y promueve un ambiente educativo donde todos pueden prosperar.

The idea that teachers/instructors are the trailblazers and role models of technology usage is of couse and idea that is both incredibly stupid as well as obsolete. In a technology-laden world like ours we have to accept reciprocity in teaching. Most often students will be the ones suggesting new tech tools and apps to be used. 'Learning as a shared journey' is now more true than ever. For teachers this boils down to 'teach to learn'!

Self-assessment of one's technology skills and abilities is very important. Educators must open themselves to change and become flexible to learning the advancements in technology. There are so many venues that will assist in technology assessment, development and certification.

Our students can make use of most technology with little consideration of their experiences with it. The teachers often struggle to get it right. If a teacher is using established lessons and presenting them in a new format, via technology, make certain you practice the presentation. Then practice again. You want the lesson to be remembered, not the presentation of it. If need be, ask another faculty member to watch you practice and to provide feedback. Be memorable for the right reasons.

It might be useful to have available tools and systems that will help teachers and students evaluate their technology use. A good framework for teachers is TPACK.

I feel integrated assistive technologies like speech-to-text software, screen readers, and adaptive keyboards to support students with varying abilities, helps them to actively engage in class activities.

Visually Impaired Learners - Colour Blindness In Inclusive learning,Visually impaired learners also to be considered. Here I address on one aspect/type of visually impairment known to be Color Blindness, which I come across as an issue to my learners in Online mode of teaching. Where the teaching content lies on the interpretation of colors(like maps,charts,graphs, population index, system components,flow lines etc.) fails to make the visually impaired l(color blindness) learners to follow-up the instructor.Here the solution which I propsed,by tagging the name of the color in text over the texture layer of the visual content, which address the issue of the visually imapired learners.

From my experience in community colleges to graduate level, use of technology in the classroom has enhanced student learning & offers creative ways to teach foundational materials. 1. VR & Simulations: Use immersive VR to let students experience diverse perspectives, building empathy in public health scenarios - outbreak investigations & needle phobia 2. Gamified Learning: Incorporate games for engaging, inclusive education, teaching diversity and inclusion interactively - feedback 3. Data-Driven Personalization: Employ adaptive tech for personalized learning, catering to individual styles and paces. 4. Culturally Responsive Tools: Use tech that reflects diverse cultural contexts in teaching materials, enhancing relevance and connection.

One I’d add to the list is engaging in opportunities to continuously explore your own biases (implicit, explicit, cognitive) through various informal and formal means such as reflective exercises, coaching, communities of practice, courses, etc. In addition, embedding these types of activities into your courses, department meetings, mentoring, etc enables you to role model the importance of this and ensure it’s an consistent part of your approach and organizational culture. For example, in a sport psych grad course I taught, we did an activity where I read aloud a few sentences about an athlete and asked the students who came to mind. We explored how through just a few lines of text we form a biased image in our minds of who this person is.

While teaching math concepts to an inclusive population I found animation in Canva to be very useful. The shared board of zoom allows children to do mind maps as we go along.