Given the power of instructional technology and the ubiquitous nature of technology in society and the workplace, what are the social implications associated with teachers' decisions to use, or not use, technology to enhance teaching and learning? Despite current U.S. educational goals and the documented effect of the achievement gap, little attention has focused on critical issues associated with the use of instructional technology as a social justice tool. This article will explore the social justice implications of instruction technology and provide educators with a framework for understanding the effects of their decisions in using instructional technology in the classroom.


This article was originally published in Learning & Leading with Technology.


International Society for Technology in Education

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Swain, C., & Edyburn, D. (2007). Social Justice: Choice or Necessity?. Learning & Leading with Technology, 34(6), 14-18.

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