Using Technology in Using Technology in the Multicultural the Multicultural

ClassroomClassroomTimothy Gore

Yaw Kumi-Diaka

Barry Squire

Challenges for Teaching in the 21Challenges for Teaching in the 21stst Century Century

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You should approach teaching multiculturally as an enthusiastic learner with much to learn from students and community members who

have cultural identities different from your own.

Multicultural EducationMulticultural Education

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You must consciously think about it as you interact with students and plan lessons and

assignments.

It is no easy task to incorporate cultural knowledge throughout teaching.

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Chisholm’s Six Elementsfor Technology Integration in Multicultural Classrooms

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Inés Márquez Chisholm poses the question:

What … constitute equitable and culturally responsive strategies for

educational computer use?

What … constitute equitable and culturally responsive strategies for

educational computer use?

Chisholm’s Six ElementsChisholm’s Six Elements

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Case StudyMiddle School Classroom Technology – Broward County FloridaComponents and Utilization in a Title I School

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Silver Lakes Middle School (SLMS)Silver Lakes Middle School (SLMS)Title I school in North Lauderdale, FLEnrollment approximately 780 studentsUnderperformingHas not met AYP for 5 years

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includes Haitian, Jamaican, and

African American

includes Haitian, Jamaican, and

African American

* A portion of the black population speaks Creole.

SLMS Student PopulationSLMS Student Population

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includes Haitian, Jamaican, and

African American

includes Haitian, Jamaican, and

African American

* A portion of the black population speaks Creole.

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Typical Classroom HardwareTypical Classroom Hardware

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Teacher laptopLCD projectorCable TV access with VCR or DVD playerWireless internet routerTeams share a laptop computer cart

◦ 15-20 laptop computers

◦ Printer

Smart ClassroomsSmart Classrooms5 Smart classrooms used

by Math Department◦ Promethean board◦ Ceiling-mounted LCD

projector◦ 20 ActiVote learner

response modules◦ Teacher console

Handheld microphone Wearable microphone Sound system control Ceiling-mounted speakers DVD/VCR combo

6 “semi-Smart” classrooms used by Social Studies Department◦ Ceiling-mounted LCD

projector◦ Teacher console

Handheld microphone Wearable microphone Sound system control Ceiling-mounted speakers DVD/VCR combo

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Technology in the ClassroomTechnology in the Classroom

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Application of Chisholm’s Six ElementsApplication of Chisholm’s Six Elements

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SLMS ResponseSLMS Response

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Instituted a “Reference & Research” elective course in 2008-2009

Comprised of students who do not need remediation in either Math or Reading for FCAT

150 students participateBecame a GLIDES school in 2009

Reference & Research ElectiveReference & Research Elective

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Instruction focuses on Reference and Research learning strands in Language Arts

Project-based learning on topics of teacher’s choosing throughout the year

Students create their own content in a variety of media using technology◦ Audio◦ Video◦ Illustrations◦ Web Design◦ Blogs

◦ Podcasts◦ PowerPoint presentations◦ Brochures◦ Comics

Reference & Research ElectiveReference & Research Elective

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Student-centered◦ Goal is set by teacher◦ Student selects how or in what form the goal is reached

Cultural Relevance◦ Projects designed to take a localized approach to big questions◦ Outside speakers from diverse backgrounds engaged in

technology activities and use Teachers received additional training

◦ DETA◦ Personalized instruction from Reference & Research teachers

at Indian Ridge Middle School Reference & Research teachers get

preferential use of technology

R&R Year 1 Observations R&R Year 1 Observations

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Student unfamiliarity with some software persists◦ Skills will improve as students move through R&R courses

Budget cuts will continue to strain student ability to produce tangible artifacts ◦ Papers & brochures◦ Anything that must be published

Equitable access needs improvement◦ Currently only for high achievers◦ Solution: ELL or ESE version of the class

Bauschspies definition of “information poor” addressed, but needs further improvement◦ Technology literacy◦ Information-seeking strategies◦ Determination of information needs◦ Access to information

Strategies for Using Technology in the Classroom

Integrating SoftwareIntegrating SoftwareAcademic software can enrich the teaching and

learning processAcademic software and web applications can

significantly enhance a lesson and address the unique needs of diverse learners

Homework and PracticeHomework and PracticeEstablish and communicate a homework policyDesign homework assignments that clearly

articulate the purpose and outcomeVary the approaches to providing feedbackTechnology applications

◦ Teacher web pages (blogs/wikis)

◦ Multimedia presentations

◦ Email completed assignments to teachers

◦ Games (ex.: PowerPoint Jeopardy)

◦ Use response clickers for student feedback

Note-TakingNote-TakingVerbatim note-taking is the least effective way to

take notesNotes should be considered a work in progressNotes should be used as study guides for testsThe more notes that are taken, the betterTechnology applications

◦ Concept mapping (Inspiration/Kidspiration – brainstorming, then use Outlin option)

◦ Graphic organizers

◦ Outlining in Microsoft Word or AppleWorks

◦ PDAs

◦ Put PowerPoint slides online

Nonlinguistic RepresentationsNonlinguistic RepresentationsGraphic organizers

◦ Descriptive patterns

◦ Time-Sequence patterns

◦ Generalization/Principle patterns

◦ Concept patterns

Physical modelsGenerating mental picturesDrawing pictures and pictographsEngaging in kinesthetic activity

Nonlinguistic Representations Nonlinguistic Representations Technology applications for graphic organizers

◦ Multimedia projects using PowerPoint, Corel Presentations, and Kidpix

◦ Web pages,◦ Concept mapping with Inspiration/Kidspiration.◦ HyperStudio movies

Technology applications for other nonlinguistic representations◦ Simulation software models – CAD or bridge building◦ Flash◦ Any paint program◦ Graphing calculator◦ Digital cameras/video

Cooperative LearningCooperative Learning

Assistive & Adaptive TechnologiesTechnology used by individuals with disabilities allowing them to perform functions that might otherwise be difficult or impossible.

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Assistive Technology for Learning DisabilitiesAssistive Technology for Learning Disabilities

Students with reading difficulty can use programs such as:◦ Simon Sounds It Out

(Doc Johnson Inc)

◦ The Sound Reading CD:Teens, 20s and Beyond (Sound Reading Systems)

These programs enable students to hear whole passages that are highlighted or to click on individual words

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Simon Sounds It OutSimon Sounds It Out

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Assistive Technology for Learning DisabilitiesAssistive Technology for Learning Disabilities

Students who have difficulty writing can use programs such as Inspiration to help visualize concepts and relationships

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Dragon Naturally Speaking (Nuance) allows students to dictate their compositions

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Assistive Technology for Vision ImpairmentsAssistive Technology for Vision Impairments

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Most computer monitors can be adjusted for contrast and display size to enhance visibility

Standard zoom features are sometimes includedSpeech synthesis software can convert printed

documents into speechVoice recognition software allows users to

communicate through a microphone◦ Dragon Naturally Speaking is an

example of effective voice recognition software

Braille printers, keyboards, and refreshable Braille displays are available for blind students

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Adaptive HardwareAdaptive Hardware

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Keyboard modifications◦More space between keys

◦Larger keys

◦Keyboard overlays

◦On-screen keyboards

Adaptive HardwareAdaptive Hardware

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Pointing device alternatives◦Joystick

◦Touchscreen

◦“Sip & Puff”

◦Foot mouse

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ResourcesResources Arends, R. I. (2007). In Learning to Teach (7th ed., p. 8). New York:

McGraw-Hill.

Chisholm, I. M. (1998). Six elements for technology integration in multicultural classrooms. Journal of Information Technology in Teacher Education, 7(2), 247-268.

D'Andrea, M. (1995). Using computer technology to promote multicultural awareness among elementary school-age students. Elementary School Guidance & Counseling, 30(1), 45-54.

Fleming, N. D. & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137.

Florida Department of Education. (2009). Florida School Indicators Report. Retrieved Apr. 13, 2009, from http://www.fldoe.org/eias/eiaspubs/fsir.asp

Gollnick, D. M., & Chinn, P. C. (2009). In Multicultural Education in a Pluralistic Society (8th ed., p. 376). Upper Saddle River, NJ: Pearson Education, Inc.

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ResourcesResources Ladson-Billings, G. (1995). But that's just good teaching! The case

for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

Ladson-Billings, G. (1995). Challenging customs, canons and content: developing relevant curriculum for diversity. In C. A. Grant (Ed.), Educating for Diversity: An Anthology of Multicultural Voices (pp. 327-340). Needham, MA: Allyn & Bacon.

Lever-Duffy, J. & McDonald, J. (2008). In Teaching and Learning with Technology (3rd ed.) New York: Pearson.

Sharp, V. F. (2009). In Computer Education for Teachers (6th ed., pp. 266-271). Hoboken: John Wiley & Sons, Inc.