Promotion of Culturally Responsive Pedagogy and Computing

Your school has been progressively making changes to promote an inclusive environment for all students. As part of these efforts, there is great interest from teachers to integrate culturally responsive pedagogy and computing from a relevant, current, and collaborative approach.

You have taken on a leadership role to draft a proposal for a school-wide culturally responsive pedagogy and computing technology task force that will deepen culturally responsive experiences and awareness for students and enact systematic change. This proposal will be presented to the school’s administration.

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Use the bold headings and bold, italicized subheadings to organize your proposal. In 1,250-1,500 words, address the following in your proposal:

Promotion of Culturally Responsive Pedagogy and Computing


  • Define culturally responsive pedagogy and culturally responsive computing.


  • Discuss the benefits of culturally responsive pedagogy and computing.
  • Advocate for this approach to meet student needs, strengthen the learning environment, and enact systematic change.


  • Explain the research basis for the improvement of student learning through participation in culturally responsive learning communities.

Organization of the School-wide Culturally Responsive Technology Task Force

Mission Statement


Roles and Responsibilities

  • Define the various roles. For each role, list the required contributions and deliverables. Focus on strengthening connections with community resources to enhance student learning and well-being.

Collaborative Expectations

  • Describe how multiple perspectives regarding content and methods will be addressed through collaboration between colleagues within the school, families, and community partners to deepen culturally responsive experiences. Be mindful of students’ personal, family, community experiences, and cultural norms when deepening culturally responsive experiences.
  • Provide examples of digital tools (e.g., digital age technologies, media, and formats) to increase the communication of relevant information, collaboration, collective construction of knowledge, accountability, and transparency among the group.

Culturally Responsive Pedagogy in the 21st Century


  • Discuss strategies to:
  • build sustainable connections with community resources to enhance student learning and well-being;
  • provide equitable access to appropriate digital tools and resources;
  • support creative, innovative, and inventive learning experiences through the use of technology;
  • express ways to promote ethical practice and global digital citizenship, build stronger relationships within local and global learning communities, and create culturally relevant learning experiences; and
  • evaluate two digital tools or applications of local and global learning communities that explore creative applications of technology to improve student learning and engage students with people from other cultures through the use of these digital age communication and collaboration tools.


  • Close with an enthusiastic and empowering statement regarding how culturally responsive pedagogy and computing will help build a safe, positive learning climate of openness with mutual respect, support, and inquiry to influence student learning and the students’ future decisions as global citizens.

Use the GCU Library to research a minimum of three to five peer-reviewed articles that can be used in support of your content.

While APA format is not required for this assignment, solid academic writing is expected and in-text citations and a reference page should be presented using APA documentation guidelines, which can be found in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Submit this assignment to your instructor in LoudCloud.

Program competencies and national standards assessed in the benchmark assignment:

COE 1.3: Candidates bring multiple perspectives to the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms. [InTASC 2d]

COE 1.4: Candidates collaborate with families and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. [InTASC 3a, 10c, 10d]

COE 4.2: Candidates reflect on their personal biases and access resources to deepen their own understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships, and create relevant learning experiences. [InTASC 9e]

COE 4.3 Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 10e]

COE 4.4: Candidates take on leadership roles to advocate for meeting the needs of students, strengthening the learning environment, and enacting system change. [InTASC 10i, 10j, 10k]


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