Diversity and inclusion

 Analysis of Teachers' Tablet Teaching Adoption Process”

 

The article “Analysis of Teacher’s Tablet Teaching Adoption Process” by Lih-Juan Chan Lin explores how teachers in Taiwanese schools adopted and integrated tablet technology into their teaching practices, especially after receiving donated tablets, revealing that “teachers' pedagogical and technical knowledge and attitudes toward tablet teaching could be interpreted as a dynamic learning process…”(p.1942). This fluid iterative learning process mirrors what inclusive education should look like: adaptive, student-centred, and collaborative.

 

What stood out to me was how their students' enthusiasm and engagement inspired teachers in ChanLin's study. One teacher noted, “The children loved to use the tablets to search for learning materials…They were much more interested in the subjects than they had ever been before” (p.1943). This highlights how innovation can serve as a bridge to inclusion, where students see themselves reflected in learning roles and experiences, and their engagement increases. It made me reflect on the students I've worked with who thrive when given choice, creativity, and technology in their learning process. For example, I had a quiet student who rarely participated and struggled to put their ideas in writing. Still, when allowed to create a video for a final project, their ideas came alive, and so did they as learners. Technology made access to voices and confidence. That being said, I believe that there seems to be a good balance of when students use technology for their learning, as other skills like writing and researching in books are also essential.

 

For my practice, these insights reinforce the importance of patience and professional collaboration. Innovation takes time and trial. I want to foster a classroom where both teachers and students are co-learners together. Open to experimenting, adapting, not afraid to make mistakes and growing together. As one teacher shared, “Supportive team members in the community pushed us to move forward… we were able to think from students’ perspectives” (p. 1944). This mindset of shared learning is what truly creates an inclusive and innovative learning space.

 

My question to the author is how were students with exceptionalities supported in the table teaching model? Were these students given the opportunity?

 

 

 

Innovative pedagogies in relation to curriculum 

 

“Innovative pedagogies in relation to curriculum” by Leat and Whelan, I found myself reflecting deeply on how true innovation in education often comes from making space for students’ voices, identities, and life experiences. The text challenges the idea that teaching should follow one-size-fits-all models and instead argues that innovation means being responsive, inclusive, and open to outcomes that can't always be predicted.

 

Leat and Whelan introduce the concept of divergent pedagogy, a flexible student centered approach where outcomes are shaped though interaction and inquiry rather than pre-determined objectives, This stood out to me “There are no perfect match between education ‘input’ and ‘output’...the art of interpretation is a fundamentally open art which lodges an element of unpredictability at the very heart of education”(p.133) This resonates with how In understand inclusive leaching, not just delivering content, but creating conditions where students can explore who they are and how they learn best. For example, during a social studies unit on holidays around the world, students were given the choice of which holiday to present and how they would present their learning. Some students chose to create a presentation, poster, or brochure. Giving students options allows them to pick the best format for displaying their learning.

 

In my practice, I’ve seen the value of these ideas. I once had a student who rarely participated in class until we began using project-based learning and our curiosity wall. At the beginning of each unit, we would write on sticky notes what we are curious about on the topic, so we could explore and find the answers. Giving students a choice on their topic for projects and what they wanted to learn personally, increased engagement in lessons. Reading these articles is an excellent reminder that innovation and inclusion go hand in hand. When students feel seen and heard, they are more willing to take risks and grow.

 

My question for the authors is what can teachers do to feel more confident with more open-ended and student-driven approaches, who like more structure in their classroom?