| 1. Teaching materials should explicitly introduce and address social justice matters (Amalia, 2016; Bridgeforth et al., 2021; Brochin, 2019; Cazden, 2012; Masinire et al., 2014; White, 2015) |
(1) select a scenario or unit, (2) identify content, guidelines, and examples of social justice-related tasks, (3) consider their own examples, (4) categorize examples according to specific concepts (e.g., equity, diversity, inclusion), (5) evaluate examples for their relevance to children and their immediate context, (6) ask at least one peer expert to review all the former for feedback, (7) make revisions, and (8) execute the approach for materials development. |
| 2. Teaching materials should represent people with different backgrounds (Murray, 2011; Nelson et al., 2021) |
(1) select a scenario or unit, (2) identify examples of individuals and groups in the content, (3) consider adding excluded individuals and groups, (4) arrange individuals and groups according to cultural values, identity, and any other relevant aspect of their background, (5) rearrange individuals and groups according to their mutual interests and relationships, (6) ask at least one peer expert to review all the former for feedback, (7) make revisions, and (8) execute the concept for materials development |
| 3. Teaching materials should acknowledge equity and disparity (Bridgeforth et al., 2021; Derman-Sparks & Edwards, 2021) |
(1) select a scenario or unit, (2) identify examples of individuals and groups in the content who either experience disparities or not, (3) consider adding unaccounted individuals and groups, (4) arrange individuals and groups according to unequal conditions or treatment, (5) rearrange individuals and groups according to their mutual interests and relationships, 6) ask at least one peer expert to review all the former for feedback, (7) make revisions, and (8) execute the concept for materials development. |
|
4. Teaching materials should showcase diverse people, their roles, and their contributions (
Araujo & Strasser, 2003
;
Crary, 1992
;
Derman-Sparks & Edwards, 2021
;
Funk et al., 2016
)
|
(1) select a scenario or unit, (2) identify examples of underprivileged or discriminated-against individuals and groups in the content whose contributions make a difference in society, (3) consider adding unaccounted individuals and groups, (4) arrange individuals and groups according to their backgrounds and contributions, (5) ask at least one peer expert to review all the former for feedback, (6) make revisions, and (7) execute the concept for materials development. |
| Technology and Language (as a Technology) |
|
1. Teaching materials should implement bilingual approaches to learning (
Donley, 2022
;
Fu et al., 2019
;
García, 2020
)
|
(1) identify philosophical principles and teaching methodologies in the curriculum, (2) consider emerging methodologies and principles for bilingual education not covered in the curriculum, (3) evaluate the alignment of curricular specifications, requirements, examples, and instructions with the former, (4) make a plan for implementing specific principles and strategies, (5) ask at least one peer expert to review all the former for feedback, (6) make revisions, and (7) execute the concept for materials development |
|
2. Teaching materials should consider students’ technology needs (
Amalia, 2016
;
Araujo & Strasser, 2003
;
Glas et al., 2021
;
Woodley et al., 2017
)
|
(1) identify the technologies available to students for learning, (2) create student profiles to assess readiness and willingness to multiple delivery formats, (3) determine optimal formats to create and deliver materials, (4) create a plan for supporting students in learning available technologies, (5) ask at least one peer expert to review all of the former for feedback, (6) make revisions, and (7) execute the idea or concept for materials development. |
|
3. Teaching materials should consider students’ language use needs (Santamaria- Perez, 2021)
|
(1) identify all classroom languages used formally and informally, (2) create student profiles by languages used for learning, (3) list strategies to promote multiple languages for learning, (4) make a plan for supporting students in collaborating and learning with peers while using multiple languages, (5) ask at least one peer expert to review all the former for feedback, (6) make revisions, and (7) execute the concept for materials development |
| Sustainable Teaching |
|
1. Teaching materials should afford accessibility (
Glas et al., 2021
;
Hymel & Katz, 2019
;
Santamaria-Perez, 2021
)
|
(1) identify students’ available technologies for learning, (2) create student profiles according to their accessibility needs, (3) identify the appropriate tools and features in the technologies available to the student, (4) confirm with the student, student’s parents, and other teachers the helpfulness of the identified tools and features for learning, (5) create or adapt suggested tasks and examples implementing the tools and features, (6) ask at least one peer expert to review all the former for feedback, (7) make revisions, and (8) execute the concept for materials development |
|
2. Teaching materials should foster autonomous learning (
Reinders & Balcikanli, 2011
)
|
(1) select a scenario or unit, (2) create or adapt suggested tasks and examples, (3) arrange tasks and examples sequentially, according to their complexity or mastery requirements, (4) create instructions that guide students and provide suggestions as they move from one step or activity to another, (5) create im- mediate feedback that provides students with direction and understanding of the content once or in the process of completing tasks, (6) ask at least one peer expert to review all the former for feedback, (7) make revisions, and (8) execute the concept for materials development. |
|
3. Teaching materials should align with mandated curricular requirements (
Santamaria-Perez, 2021
;
Stenman & Pettersson, 2020
)
|
(1) select a scenario or unit, (2) identify curricular specifications, requirements, examples, and instructions, (3) list ideas for materials that meet the specifications and requirements, (4) ask at least one peer expert to review all the former for feedback, (5) make revisions, and (6) execute the concept for materials development. |
|
4. Teaching materials should foster agents of change (
Bridgeforth et al., 2021
;
Nelson et al., 2021
;
White, 2015
)
|
(1) select a scenario or unit, (2) identify skill sets for task completion, (3) create a plan to foster skill development via learning tasks with examples, (4) ask at least one peer expert to review all the former for feedback, (5) make revisions, and (6) execute the concept for materials development. |
|
5. Teaching materials should foster engagement and interactivity (
Chapman & Rich, 2018
;
Dehghanzadeh et al., 2019
;
Nahmod, 2017
;
Sundqvist & Wikström, 2015
;
Zarzycka-Piskorz, 2016
)
|
(1) select a scenario or unit, (2) create or adapt suggested tasks and examples, (3) identify students’ available learning technologies, (4) list gameful strategies and interactive features available, (4) determine best formats to create and deliver materials with gamified and interactive features, (5) ask at least one peer expert to review all the former for feedback, (6) make revisions, and (7) execute the concept for materials development. |
|
6. Teaching materials should promote professional development (Santamaria- Perez, 2021)
|
(1) select a scenario or unit, (2) create or adapt suggested tasks and examples, (3) create a teacher section with detailed descriptions of concepts, principles, strategies, tips, and examples supporting teachers’ praxis for successful implementation and the development of their own materials, (4) ask at least one peer expert to review all the former for feedback, (5) make revisions, and (6) execute the concept for materials development |
Una Discusión sobre el concepto de una Plataforma de Aprendizaje en Línea con consideración a estudiantes de sexto grado de zonas rurales: lineamientos basados en la evidencia para Diseñadores, Docentes y Reforma Curricular
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