Theoretical Frameworks
Please refer to the Research Key Terms page for definitions of research terms mentioned on this page.
Inclusive Technology Ecosystem
The Inclusive Technology Ecosystem applies Crenshaw's (1991) Intersectionality Theory to Bronfenbrenner's (1977) Ecological Systems Theory. This intersectional ecological lens helps us understand the complex realities of students with multiple identities (Levine & Breshears, 2019). All members of the inclusive technology ecosystem need to work towards creating inclusive and equitable learning environments that consider the intersectional aspects of a student's identity and strive to eliminate barriers and inequalities that may arise as a result of their different social identities.
A model of the Inclusive Technology Ecosystem with components of the CITES framework in bold text.
The five components of the CITES framework are embedded within layers of the inclusive technology ecosystem as follows:
Student-centered learning with technology that addresses a student's intersectional identity is at the center.
Classroom educators in the microsystem use intersectional teaching and assessment practices to account for students' various identities to make lessons and activities more accessible and relevant to everyone.
They use technology to incorporate culturally relevant teaching practices, offering students choices, examples, and metaphors that affirm their diverse identities.
They use technology to offer more personalized classroom assessments.
In the mesosystem, technology staff establish and maintain a robust infrastructure that is available to and usable by the broadest range of learners.
Information technology staff support district and school hardware, software, and connectivity. They also ensure the privacy and security of technology and data.
Educational technology specialists help teachers use digital tools to make students feel empowered within inclusive learning communities.
Instructional and assistive technology specialists ensure accessibility of digital materials and technologies.
Inclusive technology leadership in the exosystem requires education leaders to consider intersectionality when communicating, interacting, and making decisions to improve learning for all students.
Leaders understand that students' different identities can impact their learning experience, so they involve diverse teachers, families, and other administrators to make decisions together.
Leaders consider diverse perspectives when selecting and administering accessible large-scale assessments and using large-scale assessment data to make decisions.
Within the macrosystem, educational policies and practices address social justice issues to lay the foundation for equitable education and access to learning technologies for all students. Policymakers consider intersectionality to understand the unique needs of diverse students, families, and communities to create policies that:
help prevent some student groups from having more advantages than others,
make sure that stereotypes are not reinforced,
and ensure that all students have the support they need to reach their academic and personal goals.
The chronosystem is an opportunity to learn from the past to overcome pervasive inclusive technology barriers, make informed decisions in the present, and continuously improve upon the ecosystem over time
Bronfenbrenner’s Ecological Systems Theory
The first theoretical framework for this study is Bronfenbrenner's (1977) Ecological Systems Theory. The theory says that different parts of a student's environment can affect how they grow and learn. The image to the right shows the layers of the ecological systems theory model. This study uses the term "student" instead of "child" because it focuses on how this framework relates to education.
Students are at the center of the ecological system model.
People in the child’s immediate face-to-face environment make up the microsystem. These people may include family members, teachers, therapists, coaches, and community mentors.
The mesosystem is about how the student and the people in their immediate face-to-face environment, like parents and teachers, interact with each other. It also includes things like technology that help them connect and communicate.
People who can affect how the student learns, even though they may not interact directly with them, are in the exosystem. It includes people like education leaders who make decisions about resources for learning, and technology staff who support educational technology.
The macrosystem layer contains cultural norms, policies, belief systems, and legal influences on the people within the ecosystem. Special education laws are part of the macrosystem.
The chronosystem is about the events and changes that happen in a student's life, such as moving to a new school and experiencing the COVID-19 pandemic. It also includes important things that happen in society, like school shootings, economic downturns, and new technologies.
Layers of Bronfenbrenner's Ecological Systems Model.
Crenshaw's Intersectionality Theory
Crenshaw (1991) came up with a term called "intersectionality" to describe how women of color face inequality because they belong to two minority groups. Intersectionality is the second framework for the study because “ecological-systems theory at times overlooks the role that structural oppression plays in shaping individual development” (Roy, 2018).
Intersectionality helps explain how a student and their family members' different identities, like race, social class, gender, and disabilities, can intersect and affect their experiences. For example, a white student with a disability is more likely to have access to inclusive educational settings compared to a black student with the same disability label.
Intersectionality helps explain that events and transitions in a person's life are shaped by the systems of power and oppression they encounter. For example, historical events like desegregation and the inclusion of marginalized groups in education have had a significant impact on the educational experiences of different students.
Intersectional Identities
References
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513. https://doi.org/10.1037/0003-066X.32.7.513
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity, politics, and violence against women of color. Stanford Law Review, 43, 1241–1279. https://doi.org/10.2307/1229039
Levine, A., & Breshears, B. (2019). Discrimination at every turn: An intersectional ecological lens for rehabilitation. Rehabilitation Psychology, 64(2), 146–153. https://doi.org/10.1037/rep0000266
Noori, A. (2021). Glossary of Key Terms in Educational Research. (ED611000). ERIC. http://files.eric.ed.gov/fulltext/ED611000.pdf
Roy, A. L. (2018). Intersectional ecologies: Positioning intersectionality in settings-level research. New Directions for Child and Adolescent Development, 2018(161), 57–74. https://doi.org/10.1002/cad.20248