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Instructional Design, Educational Technology, and LGBTQ Students: Which One of These Things Doesn't Belong?

Instructional Design, Educational Technology, and LGBTQ Students: Which One of These Things Doesn't Belong?
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Author(s): Lenora Jean Justice (Morehead State University, USA) and Steven D. Hooker (University of North Carolina at Wilmington, USA)
Copyright: 2022
Pages: 14
Source title: Research Anthology on Inclusivity and Equity for the LGBTQ+ Community
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3674-5.ch014

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Abstract

As diversity and social justice have become more important in education, educators are beginning to realize that their lessons, both real and virtual, need to be more inclusive. More specifically, this chapter addresses the culture, learning, and relationship with technology of a specific subset of students: individuals who identify as lesbian, gay, bisexual, transsexual/transgender, and queer/questioning (LGBTQ) or who have LGBTQ parents, guardians, friends, and/or family. Suggestions for educators on inclusive strategies when integrating technology into lessons through digital activities and various educational technology tools, as well as inclusive instructional design suggestions, are included. As for the question addressed in the title, none is the answer because all three of these things belong together in all forms of education, in all types of schools, and by all types of educators.

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