This study explores how six education faculty members in the School of Education at a Historically Black College and University (HBCU) in the southeastern United States interpret and implement instructional technology instruction through a hermeneutic theoretical lens. Grounded in the HBCU’s School of Education vision statement, the research investigates how faculty members’ understanding of human learning behaviors shapes their pedagogical choices within School of Education courses. The qualitative analysis revealed three key themes: (1) Technology as a Tool for Equity and Inclusion, (2) Alignment with the School of Education Vision, and (3) Student-Centered, Practice-Oriented Use of Technology. Rather than employing digital tools for convenience, the education researchers used technology as a transformative mechanism to promote culturally responsive inclusive teaching practices. Their approaches varied according to discipline-specific content areas — such as counselor education, early childhood education, physical education, secondary mathematics education, special education, and—as well as learner variables, including disabilities and licensure challenges. Despite differences in course modalities (in-person, hybrid, and online), all participants demonstrated a shared commitment to equity-driven, pedagogically sound technology integration which reflects and reinforces the HBCU’s School of Education’s mission to advance diversity, equity, and inclusion in educator preparation programs. Implications of this study suggest that education preparation programs should intentionally integrate equity-focused technology professional development that aligns with international and national standards and state and higher education institutional values and prepares education majors to address diverse learner needs in various instructional contexts.
Ardley et al. (Mon,) studied this question.