Critical Perspective
&
Application of Technology

This mini-analysis critiques Salehi and Mohammadkhani’s discussion of curriculum through a critical-theory lens. The artifact demonstrates my ability to question assumptions in educational research, particularly regarding the hidden curriculum, gender, equity, and critical pedagogy. By identifying gaps in the authors’ explanation and requesting stronger evidence, this work demonstrates my development as a reflective LDT researcher who examines curriculum design through social, cultural, and political perspectives.

This mini-analysis examines Sullivan’s critical response to research on teacher professional development for online and blended learning. The artifact demonstrates my ability to analyze educational technology through equity, teacher voice, and critical pedagogy. By reflecting on how online and blended learning can either support equity or reproduce existing inequities, this work demonstrates my growth in integrating technology, professional development, and social justice within LDT practice. 

This research proposal explores virtual reality in foreign language learning through a critical theory lens. The artifact demonstrates my ability to connect educational technology, research design, equity, and language learning. By employing mixed-methods approaches such as surveys, interviews, observations, and content analysis, I examine how VR platforms may expand access, support cultural learning, or reproduce power structures and inequities within technology-mediated language education.