Adopting technology-based pedagogies for epistemic justice
Increasing learning outcomes in diverse classrooms
DOI:
https://doi.org/10.33621/jdsr.v6i363578Keywords:
Technology-based pedagogies, epistemic injustice, culturally responsive, equityAbstract
Adopting culturally responsive technology-based pedagogies that recognize and accommodate students' diverse learning needs, styles, and experiences is crucial in challenging epistemic justice and improving learning outcomes. The objective was to explore how integrating an understanding of individual students' distinctive traits into developing technology-based pedagogies informed by students' different ways of knowing can increase learning outcomes. In this article, I discuss how adopting culturally responsive technologies in classrooms can redress epistemic injustice and improve learner outcomes by promoting student engagement, hands-on experiential learning, and culturally aware learning. The concept of epistemic justice inspires efforts to enhance learning environments and cultivate a sense of connection and community among students. The cases draw from my experience adopting the intervention and are presented within an analytical framework of culturally responsive technology-based pedagogies in selected hybrid and in-person media production courses.
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