Black-oriented EdTech and public interest technology: a framework for accessible and ethically designed technology for K-12 students

2.1 Structural barriers and Black students access to EdTech

During the 1980s and 1990s, the education system became increasingly reliant on EdTech in the classroom. Predominantly Black K-12 schools encountered additional challenges as access to adequate EdTech depended on having the internet, digital devices, and computer programs (Black et al. 2021). Many predominantly Black schools in the United States lacked these necessary technical resources. Notably, early scholarly attempts to understand information technology use by the Black community rendered the Black presence visible primarily through its perceived absence from the material, technical, and institutional aspects of computers and society (Brock 2020).

Educational gaps by race and class were already established, but the infrequent use of EdTech by Black students exacerbated these gaps as the education system nationally became more reliant on technology. Consequently, Black students fell behind significantly (Hoffman et al. 2001). The term “digital divide” emerged to describe this digital educational gap. Evidence of the digital divide was first noted in 1983 when it was revealed that predominantly White and wealthy schools were disproportionately provided with personal computers compared to schools serving low-income students of color (Compaine 2001). In 1997, only 15 percent of all schools were internet-connected, and access was strongly correlated with the average income and education level of the school’s community, favoring predominantly White schools with college-educated, affluent parents (Hoffman et al. 2001).

Researchers observed that marginalized students were disadvantaged by their infrequent use of computers (Kreuzer 1993). They argued that if computers were absent or underutilized in secondary schools attended by Black students, these students were unlikely to have access to computers at home, further hindering their ability to compete in college (Kreuzer 1993, p. 87). Professors at Historically Black Colleges and Universities also noted a widening digital divide during this period. A professor from Spelman College remarked, “Black students don’t have comparable experiences with computers before coming to college; there’s a cultural factor at work” (Kreuzer 1993, p. 88).

Although the digital divide affects all demographics, low-income Black students are among the most impacted (Brock 2020). Structural issues related to race have significantly contributed to the Black community’s lack of access to broadband and technology. For instance, last-mile regulations and the “universal service” mandate of the 1986 Telecommunications Act failed to equip Black communities in segregated areas with the necessary telecom infrastructure to connect to the newly established World Wide Web, resulting in ongoing connectivity struggles (Brock 2018). The impact on Black students and their schools prompted federal initiatives under the Telecommunications Act of 1996, including the development of the E-Rate program, designed to ensure students had internet access by providing funds to public schools and libraries to secure broadband services (Papacharissi 2008).

Despite significant progress in connecting schools to the internet, the absence of universal high capacity broadband access at school and at home has further disadvantaged Black students educationally (Hoffman et al. 2001). These disadvantages continue to affect Black students’ access to educational technologies necessary for digital literacy in an increasingly digital world. Additionally, as the adoption of AI in the K-12 classroom continues to increase, AI-based homework and lessons have also increased. This assumes that all students have equal access to computers and Wi-Fi at home as well as a digital literacy skillset, which is not the case for many under-resourced communities (Katz 2021). Scholars suggest that lack of internet access in schools is detrimental to students’ life outcomes and sets them back for future success.

2.2 Unethical design and content representation

Non-digital educational technologies have undergone extensive examination for perpetuating racial biases that marginalize Black students. Within the design and content of print mainstream educational technology materials, depictions of Black children as deviant, inferior, unpleasant, unloved, neglected (Humphrey 2008), and undervalued (MacCann 1998) serve to reinforce racial hierarchies.

In its contemporary digital form, K-12 EdTech materials mirror the underlying curriculum entrenched in teaching and learning across educational levels (Alsubaie 2015; Margolis 2001). This covert curriculum sets the stage for digital educational materials to subtly perpetuate racist ideologies, privileging whiteness, while also reinforcing heteronormativity and hegemonic masculinity (Selvi and Kocaman 2020). Consequently, educators face the challenge of actively avoiding mainstream EdTech platforms, as they often fail to challenge biased perceptions of marginalized social groups and cultivate a sense of community within and beyond the classroom (Rice and Ortiz 2021).

Researchers have identified a substantial gap in many technology companies’ understanding of the experiences of Black and Brown students when developing educational products (Gonzalez and Roberts 2021). These companies often collaborate with affluent, predominantly white schools or rely on the designers’ personal educational experiences, which may not reflect the diverse realities of all students (Gonzalez and Roberts 2021). This approach often neglects the unique needs and experiences of under-resourced schools and Black students.

Consequently, this contributes to educational tools that may inadequately represent Black history or fail to account for cultural differences in tutoring lessons and assessments (Patel and Larkin 2020). Experts warn that excessive reliance on AI technologies in schools might result in the misidentification of struggling students, the omission of cultural references in student essays, or the identification of non-existent issues (Johnson and Williams 2022). In essence, the design and content of mainstream EdTech highlight the hegemony of White cultural narratives, showcasing the influence wielded by authoritative figures who shape the technology to control the narratives being disseminated, further marginalizing Black students.

2.3 PIT and Black-oriented EdTech

As public interest technologists continue to critique mainstream EdTech, they have also begun to develop their own alternative technologies. In particular, public interest technologists from the Black community have created EdTech platforms that align with the established research on Black-oriented education technology – in its print and audiovisual forms.

Black-oriented education technology emerged from the concerted efforts of Black community members in the 1960s to reform the educational curriculum for Black youth. Watkins (1993) argues that Black-oriented education and its curriculum are deeply intertwined with the historical experiences of the Black community. He asserts that this form of education reflects the community’s perspectives on mainstream curricula and their socio-historical realities (Bond 1966; Watkins 1993). Furthermore, Watkins (1993) highlights that the genesis of Black education is rooted in the marginalized status of Black people. Cuban (1967) adds to this discourse by examining how Black-centered educational materials prioritize factual historical information, presenting an alternative to mainstream educational narratives.

Young (1999) suggests that Black people have leveraged various forms of media to develop educational materials. According to Young, educational technology includes instructional content delivered through various media, such as film (educational films), the printing press (textbooks, magazines, pamphlets, newspapers), and computers (educational software programs).

Therefore, integrating the concepts of Black-oriented education (Cuban 1967; Watkins 1993) and educational technology (Young 1999), Black-oriented education technology is defined as centering Black socio-historical realities within educational content across different mediums, including print, audiovisual, and digital platforms (Campbell 2023).

Black-oriented education technology traces back to the post-abolition era when the Black community recognized the importance of creating educational materials that promoted racial uplift, especially for freed Black individuals and children. This recognition led to the inception of the earliest Black-oriented educational technologies. Notable examples include The Freedman’s Torchlight in 1866 (Young 1999), The Brownies’ Book in 1920 (Harris 1994), and Ebony Jr! in 1973 (Henderson 2008). By the 1960s, Black-oriented educational technology had expanded to encompass audiovisual media like radio and television. Radio programs such as Adventures in Negro History, sponsored by Pepsi-Cola, and Black Treasures, sponsored by Coca-Cola (Davis 2019), exemplify this expansion. Television shows like Reading Rainbow (McNair 2013) and Gullah Gullah Island (Fisch 2009; Stroman 1991) further contributed to this narrative. In recent years, public interest technologists have emerged to develop digital Black-oriented educational technology, evolving into a specialized field known as Black-oriented EdTech. This field encompasses web-based technologies designed for educational content. Notable examples of Black-oriented EdTech include Gracie’s Corner, Jools TV, and OmoBerry.

The literature has illustrated how the Black community has countered racialized bias in the development, access to, and content of both traditional and contemporary educational technologies by creating their own accessible and ethically designed, Black-oriented educational technology across print, audiovisual, and digital media. Central themes of access, Black culture, and racial uplift have been pivotal in this development. These themes are crucial for understanding K-12 Black-oriented EdTech within the framework and objectives of public interest technologists. They ensure that technology serves the educational needs and cultural contexts of marginalized groups, advocating for the equitable development and deployment of technology.

This is especially important with the rapid adoption of AI, which must prioritize the public good. However, despite recent advancements in K-12 Black-oriented EdTech, scholarly exploration of these emerging platforms remains limited. Thus, the current investigation assessed three K-12 Black-oriented EdTech platforms: KaiXR, Reconstruction, and Tuntimo. The exploration of Black-oriented EdTech platforms, such as KaiXR, Reconstruction, and Tuntimo, underscores a vital intersection between technological innovation and social equity within the realm of public interest technology.

Based on an extensive review of the literature, the following two research questions were developed:

• RQ1. How do K-12 Black-oriented EdTech platforms address and challenge structural issues related to technology inclusion for Black students?

• RQ2. How does the design of K-12 Black-oriented EdTech platforms mitigate racial biases?

4.1 Selection of EdTech platforms

The selection of EdTech platforms was conducted with a focus on identifying Black-owned K-12 platforms that are Black-oriented. The initial step involved compiling a list of Black-owned EdTech platforms, utilizing sources such as Twitter and other websites that listed more than 37 Black-owned EdTech platforms.

Following Stuart Hall’s (1975) “long preliminary soak” method, a preliminary analysis of these platforms was performed to determine their suitability for this study. The selection criteria included the presence of Black creators, a focus on K-12 students, content with a Black sociocultural and historical approach, and diversity in educational subjects. Hall (1975) emphasizes that this form of pre-analysis is beneficial for narrowing down a large set of texts by requiring specific characteristics, which aids in conducting a closer analysis.

Although this preliminary investigation was not exhaustive, the final selection of platforms, which included KaiXR, Reconstruction, and Tuntimo, was clear as they were the only three that met all the criteria. These platforms provide instructional material on a wide range of educational subjects with a Black-oriented approach.

To better illustrate the criteria used to filter the platforms, the table below outlines the specific characteristics applied in the selection process (Table 1).

4.2 KaiXR

Founded in 2019, KaiXR is a digital learning platform tailored for K-12 students, offering virtual field trips worldwide accessible on any digital or mobile device. Conceived by Kai Frazier, a Black woman and former history teacher, the platform aims to address engagement challenges in traditional education by immersing students in interactive learning experiences. Overcoming barriers such as the digital divide, Frazier’s vision led to the creation of KaiXR, utilizing 360° technology to foster 21st-century skills and inspire students to explore diverse cultural landscapes. KaiXR’s subscription-based model caters to educators and households alike, offering various tiers of access to its extensive virtual field trip library and 3D makerspace. Widely adopted across 40 states, KaiXR embodies its mission to bridge technology and education while empowering students to shape their future aspirations (CTIA Wireless Foundation 2022; KaiXR 2022).

4.3 Reconstruction

Reconstruction, established in 2019, serves as a digital learning platform tailored for K-12 students. Founded by Kaya Henderson, a Black woman and former chancellor of Washington, DC Public Schools, the platform aims to inspire children’s imaginations by reconnecting them to the richness of the Black community, a vital aspect of Henderson’s educational journey. Originally slated for launch in 2021, Reconstruction debuted ahead of schedule in 2020 in response to the educational disruptions caused by the COVID-19 pandemic and heightened racial injustices faced by the Black community. Utilizing science-based statistics to inform its structure, Reconstruction emphasizes Black culture within the digital learning experience to foster identity development. Designed to educate students, particularly Black students, about their impactful ancestors and resilient heritage, Reconstruction operates as a for-profit startup, offering users a selection of 150 classes priced at $10 per session, typically spanning 10 sessions each. Moreover, Reconstruction has extended its reach by providing services to school districts, charter networks, community organizations, and families, with initiatives during the pandemic including free courses for students (Reconstruction 2022).

4.4 Tuntimo

Tuntimo, founded in 2019 by UK-based CEO Oriana Gowie, a Black woman, is a digital learning platform catered to K-12 students. Gowie’s motivation stemmed from a desire to empower young Black students amidst global social unrest, particularly during the Black Lives Matter movement, aiming to foster racial pride and connect them to their legacies. Recognizing a dearth of engaging digital content on Black history, Gowie aimed to create an interactive platform accessible to all students. With the onset of the pandemic in 2020, Tuntimo was launched to facilitate remote learning, garnering over 100,000 users globally, including families and schools. While Tuntimo offers free access, users are encouraged to donate $3.00 for platform upkeep (Tuntimo 2022).

4.5 Multimodality of K-12 EdTech platforms

To collect data from each platform, a multimodal critical discourse analysis was employed, guided by the multimodal model of verbal-visual relations. Investigating multimodal discourse is essential to revealing how specific discourses are expressed on K-12 Black-oriented EdTech platforms. A multimodal critical discourse analysis allows for the examination of texts that are analyzed multi-semiotically, encompassing images, page layouts, forms (film, video, audiotape), and sound. Fairclough (2013) argues that different modes interact with language to produce meaning, and the meaning-making process varies depending on the media form. This approach enables researchers to analyze discourses as processes of representation rather than mere reflection (Fairclough 2013).

The multimodal model of verbal-visual relations (Diani and Sezzi 2020) was used to guide the examination of modes of discourse and web pages with multimodal content on the selected K-12 Black-oriented EdTech platforms. This model, originating from Kress’s theorization on visual communication, asserts that digital education platforms are predominantly multimodal texts that employ various communication modes, including visual, textual, and auditory (Kress and Van Leeuwen 2001). For educational texts, meaning is conveyed through multimodal discourse rather than solely through literacy (Diani and Sezzi 2020; Kress 2003; Lemke 2002; Unsworth 2004). Kress and Van Leeuwen (1992) suggest that semiotic visual representations reinforce the social practice of language, serving as essential components that convey the meanings, values, and attitudes of the text’s content (Young 1999). Harding et al. (2009) also use this model to examine visual modes of discourse on children’s digital education platforms. They deviate from other scholars by including information on how to determine which web pages should be examined, utilizing scholarship on navigation and specifically trajectories (Lemke 2002).

Following Harding et al. (2009), this study used the navigation bar of each platform to determine which web pages of KaiXR, Reconstruction, and Tuntimo to examine. For KaiXR, the examined pages included the homepage, explore, create, about, blog, contact, and login. For Reconstruction, the pages included the homepage, explore, about us, store, and account. Lastly, for Tuntimo, the pages included the homepage, Black history, Tuntimo kids, about us, and donate.

The multimodal model of verbal-visual relations complements the Culture-Based Model in assessing how these platforms integrate cultural elements in their design. Both models reinforce the importance of multimodality in understanding how digital educational materials represent Black culture.

4.6 Culture based model (CBM)

The culture-based model (CBM) (Young 2008) was employed alongside the multimodal model of verbal-visual relations to examine how multimodal discourse on Black-oriented K-12 EdTech platforms construct meanings that align with mitigating racial biases.

The CBM combines cultural frameworks derived from intercultural communications and instructional design, making it useful for identifying and addressing cultural biases in educational texts. The CBM utilizes six elements to assess culture through multimodal discourse: genre, framing, omission, backgrounding, foregrounding, and visual representations (Huckin 1995; Young 2008).

Genre aids in the selection of information and communication technologies (ICTs) (Huckin 1995; Young 2008). Huckin (1995) defines genres as representations of text types, characterized by formal features serving a specific purpose (p. 98). Genres act as mediums for group communication (Berkenkotter and Huckin 2016), helping to construct and reinforce the norms, values, and ideologies of a particular field. In the context of EdTech platforms, genre establishes the content as educational texts. The guiding question for conceptualizing genre is: What ICTs are being used, and why? (Young 2008).

Framing maintains the target audience’s perspective (Young 2008). Huckin (1995) suggests that framing involves how content is intentionally presented with a specific angle or slant. This angle is identified through specific identifiers, which reveal how framing is presented within the texts. The guiding question for conceptualizing framing is: Is the content appropriate for the target audience, and why? (Young 2008).

Fairclough’s (2013) work on media discourse asserts that mediated texts do not merely mirror reality but represent various versions depending on the media producers’ objectives, social locations, and interests. Huckin (1995) introduces omission, backgrounding, and foregrounding as elements of this process. Omission helps identify what is left out of the text (Young 2008). The guiding question for omission is: What has been unintentionally omitted, and why? (Young 2008). Backgrounding occurs when media producers selectively leave aspects of the text in the background, effectively omitting them (Huckin 1995). The guiding question for backgrounding is: Is the backgrounding intentional or unintentional, and why? (Young 2008). Foregrounding involves emphasizing specific aspects of the text, revealing the media producer’s values and beliefs (Fairclough 2013). The guiding question for foregrounding is: What is emphasized, and why? (Young 2008).

Visual representations contribute significantly to framing a text (Huckin 1995). Kress and Van Leeuwen (1992) suggest that the semiotic visual representation of a text reinforces the social practice of language. Visuals do more than illustrate; they are essential components that convey meanings, values, and attitudes within the text (Young 1999). The guiding question for visual representation is: How do the visual representations frame the product? (Young 2008).

This study employed both the multimodal model of verbal-visual relations (Buckingham and Scanlon 2004; Diani and Sezzi 2020; Harding et al. 2009) and the Culture-Based Model (Young 1999, 2008) to conduct its analysis. The multimodal model of verbal-visual relations was used to identify which web pages and modes of discourse will be analyzed on the platforms KaiXR, Reconstruction, and Tuntimo. The Culture-Based Model was specifically used to conceptualize how Black-oriented K-12 EdTech platforms integrate culturally relevant content and design.

Both the multimodal model of verbal-visual relations and the Culture-Based Model complement the existing literature on structural barriers to technology and the unethical design of mainstream EdTech platforms. Together, these models highlight the role of multimodal interactions (visual, auditory, and textual) in shaping culturally responsive education within Black-oriented EdTech platforms. By employing these models in tandem, this study highlights how such platforms work to challenge hegemonic narratives embedded in the design and access to technology. Furthermore, these models provide critical insights into how storytelling and counter-storytelling are conveyed through various modes of discourse, reinforcing the importance of multimodal representation in addressing racial bias in educational technologies.

Table 2 provides an overview of how the multimodal model of verbal-visual relations and the culture-based model were used in conjunction to analyze the design and features of each digital platform. The table includes an example from Reconstruction’s digital platform, shown in Figure 1, to illustrate how the multimodal discourse was critically assessed.

Figure 1:

Image of Black girl smiling with a Black power fist on home page. Source: Reconstruction (n.d.), (https://reconstruction.us/home).

5.1 KaiXR

The Black-oriented framework conveyed throughout the design of KaiXR’s EdTech platform prominently addresses the digital divide and underscores the importance of Black representation in STEM. This focus is evident across various web pages. The homepage features statements like “Built By Educators, For Our Students,” detailing KaiXR’s mission to bridge the digital divide with VR and AR technologies. Seen in Figure 2 is a video of founder, Kai Frazier, discussing closing the digital divide, while a caption encourages partnerships to support marginalized communities. The about page includes mission and vision statements emphasizing inclusivity and accessibility, noting partnerships with T-Mobile to enhance connectivity for underserved areas. The blog page links to 78 articles, with nine specifically addressing the digital divide, such as “How New Technologies are Bridging the Digital Divide” and “How 5G Education is Revolutionizing Student Learning.” The explore tab lists courses like Aerospace Engineering and Astronaut Training, reinforcing the EdTech platform’s Black-oriented approach to STEM education. Through multimodal discourse, KaiXR highlights the structural exclusion of Black individuals from technology, advocating for equitable access and education.

Figure 2:

KaiXR founder, Kai Frazier, discussing closing the digital divide with KaiXR found in video on homepage. Source: KaiXR (n.d.), (https://www.kaixr.com/about).

5.2 Reconstruction

Reconstruction’s design prioritization of a Black-oriented framework centers the concept of Black liberation, as evident through its multimodal discourse. Examples of this are evident throughout the EdTech platform, including the logo, a Black power fist holding a pencil, prominently displayed across all platform pages. On the homepage, a graphic of a young Black girl learning enthusiastically while raising her fist further symbolizes Black liberation. The homepage also highlights courses such as “Workshop on Black Women Poets,” seen in Figure 3, and “Black Shakespeare,” using visuals that convey Black liberation. The former features a graphic of a young Black girl with a megaphone, symbolizing activism and protest. The latter depicts a stack of books referencing readings for the class, including works like Roots and Stamped from the Beginning, which address Black resistance and empowerment. These examples help to illustrate how Reconstruction uses multimodal discourse to represent Black cultural expressions and reinforce its Black-oriented framework.

Figure 3:

Image for a workshop offering that teaches students about Black women poets. Source: Reconstruction (n.d.), (https://reconstruction.us/home).

5.3 Tuntimo

Tuntimo’s design expresses the Black-oriented framework through an emphasis on Black diasporic history which is vividly depicted through various multimodal discourses on its web pages. One notable example of this, seen in Figure 4, is a phrase on the homepage of the EdTech platform which states, “The home of children’s Black History,” and a caption explaining the name’s significance, combining “Tuntum” (Black in Twi) and “Imo” (Knowledge in Yoruba) to mean Black knowledge. The homepage and Black History web page further elaborate on Tuntimo’s mission, highlighting Tuntimo’s goal of teaching children about notable Black figures often overlooked in textbooks, using engaging content and interactive games to boost representation and confidence. Additionally, the homepage features pinned courses on figures such as Queen Nzinga, Malcolm X, and Kwame Nkrumah, emphasizing the platform’s comprehensive coverage of Black historical contributions across the Black diaspora.

Figure 4:

Image on home page explaining Tuntimo’s name and the significance of the EdTech platform. Source: Tuntimo (n.d.), (https://tuntimo.com/).

6.1 Cultural usage of information communication technologies

K-12 Black-oriented EdTech platforms like KaiXR, Reconstruction, and Tuntimo address structural issues related to technology inclusion by acknowledging and adapting to the cultural usage of information communication technologies (ICTs) within Black communities. Historically, last-mile regulations and the 1986 Telecommunications Act failed to provide necessary technology infrastructure for Black communities, contributing to their struggle to connect to the Internet (Brock 2018). Due to the lack of telecommunications infrastructure in segregated Black communities, cable companies and cellular phone providers have supplied, and continue to supply, these communities with alternative means of Internet access (Brock 2018). The resources provided by these companies have resulted in 60 % of the Black community accessing the Internet through smartphones or mobile devices, particularly Androids, as these often serve as their only connection to the Internet (Brock 2018). Although smartphones and mobile devices used by the Black community offer full features at affordable rates, such as prepaid smartphone plans, and have significantly increased Internet adoption, Selwyn (2004) argues that “smartphones and mobile devices are consistently denigrated in the popular press and in digital divide research for their inability to enable the user to be productive” (p. 106). This discourse highlights the harmful racial and elitist ideologies embedded in the use of varying ICTs. Consequently, the hierarchical discourse surrounding ICTs reflects the dominant discourse concerning a hierarchical order associated with the users of these ICTs. This resemblance is evident in digital divide research that centers on a deficit model, suggesting that the non-use of superior ICTs is due to factors such as the group’s cognition, personality, knowledge, resources, social situation, or personal ideology (p. 107). These studies often overlook the cultural aspects of ICT use by different users. Instead, Brock (2018) suggests that digital divide researchers “privilege ICT usage of elites as a ‘norm,’ leaving unspoken the environmental, social, or cultural ideologies shaping ICT design, expectations, or use” (p. 4). Conversely, the Black-oriented EdTech platforms KaiXR, Reconstruction, and Tuntimo consider the cultural aspects of ICT use, providing counter-narratives to deficit-based digital divide research.

These EdTech platforms counter this deficit narrative by ensuring their content is accessible via mobile devices. For instance, KaiXR explicitly states its compatibility with all classroom devices, including smartphones, and emphasizes its partnership with T-Mobile to provide access without requiring Wi-Fi. Similarly, Tuntimo highlights its accessibility across various devices, ensuring that users can engage with the platform regardless of the technology they possess. The platforms further challenge structural barriers through their visual and textual representations, which normalize the use of mobile devices for educational purposes. KaiXR and Tuntimo prominently feature images of Black children using tablets and smartphones, reinforcing the idea that these devices are legitimate tools for learning. This visual discourse is crucial in countering the elitist notion that only certain types of ICTs are suitable for educational success. Reconstruction also contributes to this narrative by including images of students using tablets, coupled with captions that emphasize the importance of providing identity-affirming education through technology. These representations, seen in Figures 5–7, collectively validate the cultural and practical realities of how Black students access and use digital technology.

Figure 5:

KaiXR’s repeated image of Black girl using KaiXR on tablet. Source: KaiXR (n.d.), (https://www.kaixr.com/).

Figure 6:

Reconstructions visual representation of Black boy using tablet. Source: Reconstruction (n.d.), (https://store.reconstruction.us/products/sponsor-a-student).

Figure 7:

Tuntimo’s pinned images on home page of students using the platform on various devices. Source: Tuntimo (n.d.), (https://tuntimo.com/).

In summary, K-12 Black-oriented EdTech platforms such as KaiXR, Reconstruction, and Tuntimo effectively address and challenge structural issues related to technology inclusion for Black students by recognizing and integrating the cultural usage of information communication technologies (ICTs) within Black communities. These platforms acknowledge the historical and ongoing challenges of technology infrastructure in Black communities, where alternative means of Internet access, such as smartphones and mobile devices, are prevalent. By ensuring compatibility with these devices and providing accessible content without requiring traditional Wi-Fi connections, these platforms counteract the elitist and deficit-based narratives prevalent in digital divide research. They also reinforce the legitimacy of mobile devices as educational tools through visual and textual representations, normalizing their use in learning environments. Through these strategies, KaiXR, Reconstruction, and Tuntimo not only enhance technology inclusion but also empower Black students by affirming their cultural and practical realities, ultimately contributing to a more inclusive and equitable educational experience for Black students in the digital age.

6.2 Perpetuating positive representation and cultural relevance

The design strategies of K-12 Black-oriented EdTech platforms mitigate racial biases by going beyond mere accessibility to technology. These platforms are designed with culturally relevant STEM content that promotes technical skills and fosters an STEM identity from an early age, particularly centering the needs and experiences of Black girls. By incorporating ethical considerations, targeted content, and diverse representation, K-12 Black-oriented EdTech platforms aim to inspire and prepare Black girls for sustained engagement and success in STEM fields.

Deficit-based research has historically attributed the low representation of Black students, particularly Black girls, in STEM to a digital divide and lack of access to technology (Drummonds-Whiteside 2022). This perspective neglects the structural and racial issues contributing to their underrepresentation. Despite these deficit narratives, platforms like KaiXR, Reconstruction, and Tuntimo highlight Black girls as active participants in STEM, challenging the notion that they are disengaged from these fields.

The underrepresentation of Black girls in STEM is a persistent issue, exacerbated by interventions that primarily address the needs of White students (Joseph et al. 2017). These interventions have increased the visibility of White girls in STEM while marginalizing Black girls, as reflected in the 2013–2014 Office for Civil Rights data showing only 10.8 % of Black girls in public schools enrolled in STEM programs compared to 57.3 % of White girls. The prevailing focus on the needs of White girls in STEM has inadvertently neglected the needs of Black girls, further exacerbating their marginalization within STEM fields (Collins et al. 2020). Scholars have identified these unmet needs as indicative of intersectional challenges within the K-12 educational system for Black girls (Collins et al. 2020, p. 56), highlighting the compounded effects of race and gender biases within educational settings (Collins et al. 2020). Research underscores a multitude of factors contributing to the limited participation of Black girls in STEM, including: (a) tracking practices that relegate them to lower-tier academic paths and exclude them from college preparatory courses (Joseph et al. 2017; Oakes 2005); (b) encounters with racism and disproportionately harsh disciplinary measures, such as school expulsion (Annamma et al. 2016; Joseph et al. 2016; Morris 2016); (c) underrepresentation in gifted programs (Collins 2020; Grissom and Redding 2016; Office for Civil Rights 2013); and (d) attending under-resourced and politically marginalized schools (Collins et al. 2020; Morgan and Amerikaner 2018).

Collins et al. (2020) assert that the cultivation of Black girls’ representation in STEM necessitates a specific form of socialization. This process involves fostering a sense of belonging, competence, and cultural relevance within STEM domains. Key strategies to bolster a robust STEM identity among Black girls include rectifying racial and gender biases ingrained in STEM curriculum, instructional methods, and learning environments. Additionally, efforts to nurture and fortify Black girls’ STEM identity entail supplementing the curriculum with visual depictions of Black girls excelling in STEM, engaging in activities that promote reflective identity exploration, and showcasing real-life examples of Black women and girls succeeding in STEM pursuits. KaiXR, Reconstruction, and Tuntimo counteract harmful narratives by incorporating these key strategies into their EdTech platforms to bolster a robust STEM identity among Black girls through multimodal discourse.

KaiXR includes videos featuring Black girls interacting with virtual reality (VR) and augmented reality (AR) technologies. These interactive simulations cover various content areas, including Black history, and are facilitated by Black women instructors, such as Kai Frazier, seen in Figure 8. This approach emphasizes the importance of representation in STEM education. Career exploration in STEM fields with cultural relevance for Black students is also highlighted on various web pages of KaiXR, including its blog, where 13 out of 78 posts focus on STEM career exploration. Of these, five feature images of Black women and girls using technology devices.

Figure 8:

Kai Frazier instructing young Black girl on how to use VR simulation device. Source: KaiXR (n.d.), (https://www.kaixr.com/about).

Reconstruction showcases graphics of Black girls learning algebra with Black instructors, highlighting the gateway role of math into STEM disciplines. Reconstruction also offers courses that integrate cultural relevance into STEM education on the explore page. Out of 59 courses offered by Reconstruction, 15 focus on STEM career exploration, with significant cultural relevance for Black girls. For instance, the course “S.T.E.M. Careers’’ teaches math concepts to four to seven year-olds through culturally relevant content, inspiring the next generation of Black meteorologists. Another course, “Coding For The Culture,” seen in Figure 9, teaches computing concepts to ten-to fourteen-year-olds using culturally relevant material, resulting in the creation of apps for nonprofit organizations that serve the Black community.

Figure 9:

Image of course offering “coding for the culture.” Source: Reconstruction (n.d.), (https://reconstruction.us/catalog).

Lastly, Tuntimo includes graphics and course offerings about prominent Black women in STEM. On Tuntimo’s Black History web page, the ’inventors’ section lists 32 course offerings that highlight notable Black figures in STEM history. Among these, 15 feature successful Black women in STEM, such as NASA mathematician Katherine Johnson, seen in Figure 10, as well as Annie Turnbo Malone, whose achievements in chemistry and haircare demonstrate the breadth of STEM careers and the cultural significance they can hold.

Figure 10:

Tuntimo’s course thumbnail of Katherine Johnson, one of the first Black women to work at NASA. Source: Tuntimo (n.d.), (https://tuntimo.com/inventors-scientists/inventors/).

In essence, K-12 Black-oriented EdTech platforms such as KaiXR, Reconstruction, and Tuntimo effectively counteract the racial biases embedded in mainstream EdTech by fostering a culturally relevant and inclusive STEM education for Black girls in the design of their digital platforms. They address the underrepresentation of Black girls in STEM by incorporating strategies that challenge deficit narratives, highlight the importance of cultural relevance, and promote positive STEM identities through visual and textual representations of successful Black women in STEM. By appealing to the critical developmental age range of five to eight years old, these platforms provide early positive STEM experiences that can lead to sustained interest and participation in STEM fields (Collins et al. 2020). Thus, KaiXR, Reconstruction, and Tuntimo not only mitigate the effects of racial and gender biases in STEM education but also empower Black girls to envision and pursue successful careers in STEM, thereby contributing to a more equitable and diverse STEM landscape.