ERIC Identifier: ED460129
Publication Date: 2001-12-00
Author: Marshall, Patricia L.
Source: ERIC Clearinghouse on Teaching and Teacher Education
Washington DC.
Multicultural Education and Technology: Perfect Pair or Odd Couple?
ERIC Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
In recent years multicultural education and technology have emerged
as key issues in teaching and teacher education. But whether they
represent pedagogy's perfect pair or its odd couple is still being
determined as teachers at all levels seek ways to integrate the
two. This digest looks at how technology can support multicultural
education efforts.
AN OVERVIEW OF MULTICULTURAL
EDUCATION
Scholars specializing in multicultural education agree
that at its most fundamental level, multicultural education
represents an orientation to schooling and the teaching-learning
process that is grounded in the democratic ideals of justice and
equality (Banks, 1995; Gay, 1994; Sleeter, 1995). Some would argue
that justice and equality have always been the focus of schools in
America, but there is a substantial body of historical and
contemporary evidence which demonstrates that the schooling
experiences of most students of color, as well as many white
students from economically poor and politically disempowered
backgrounds, are inferior to those provided to white students from
middle class, politically dominant backgrounds. Due to this
disparity, proponents of multicultural education call for a studied
restructuring of many of the long-standing policies and conventions
of public schooling. James A. Banks, professor of education and
director of the Center for Multicultural Education at the University
of Washington in Seattle, is recognized as a leading scholar in the
field of multicultural education. He has detailed five critical
dimensions of multicultural education: content integration,
knowledge construction, prejudice reduction, equity pedagogy, and
empowering school culture and social structure. TECHNOLOGY,
TEACHING, AND CONTENT INTEGRATION
The goal of content integration
is to expand the curriculum by incorporating contributions of
diverse cultures into traditional disciplines of study. Arguably,
this dimension is easily realized through technology. For instance,
teachers at all levels have used the World Wide Web to extend the
available learning resources. Electronic mail and multimedia
technologies promote communication and interactions between diverse
groups with the purpose of helping students learn more about content
they study in subject areas as social studies, science, psychology,
and even foreign language (Anderson, 1998; Baugh & Baugh, 1997;
Cifuentes & Murphy, 2000; Cifuentes, Murphy, & Davis, 1998;
Freedman & Liu, 1996; Roach, 1998; Sernak & Wolfe, 1998). Many
educators who acknowledge potential benefits of a merger between
technology and multicultural education call for updating the
physical infrastructures of schools. In schools where such
updates (i.e., re-wiring) have occurred, teachers are making
widespread use of the internet and other computer-based technology.
And the knowledge and skills students acquire in these schools
typically are being reinforced by computer availability and internet
access in their homes. This reality contrasts sharply with that of
students from poor/working class backgrounds who attend schools
where the notion of re-wiring for internet access may seem
superfluous in light of the absence of basic resources. Nor are
these students likely to have internet access at home. Citing a
1999 report of the National Telecommunications and Information
Administration, Gorski (2001) reports that "African American and
Latino households are only about one-third as likely to have access
to the Internet from home as Asian, Asian American, and Pacific
Islander households. The same group is only two-fifths as likely to
have access as White households" (pp. 14-15). This situation is
reflective of the "digital divide" phenomenon. Thus, while
technology can facilitate the content integration in the
teaching-learning process, educators must be aware that in some
circumstances this dimension of multicultural education will need to
be addressed by other means due to lack of access to
technology.
KNOWLEDGE CONSTRUCTION THROUGH TECHNOLOGY
The
knowledge construction dimension promotes critical literacy by
examining the manners in which scholars and scientists contribute to
their respective fields of study. Knowledge construction builds upon
content integration by making explicit the worldviews and
perspectives that inform knowledge claims. Similarly, it expands the
legitimate sources of knowledge by helping learners recognize that
their own experiences both within and beyond school are viable
foundations for acquiring knowledge and skills. Teacher educators
are being called upon to use technology to promote and reinforce the
knowledge construction process (Cummins & Sayers, 1996; Kellner,
1998). Part of acquiring facility in knowledge construction is
understanding phenomenon from the perspectives of others. To this
end, teacher educators are making use of Internet technology to
promote more critical engagement with subject matter (DeGarcia &
McGlynn,a 1999). For example, Merryfield (2000) discusses advantages
of threaded discussions in an online graduate course.
Student-generated threads facilitate a class learning community that
allows those of diverse cultural and national origins to
perspective-take while simultaneously examining their own ideas
about cultural diversity. TECHNOLOGY AS A TOOL TO REDUCE
PREJUDICE
Prejudice reduction is about eliminating all forms of
bigotry. Also, it involves promoting healthy personal identity
devoid of the tendency or need to denigrate those who differ from
self. Multimedia presentations and distance learning technologies
are being used to establish learning exchanges between students of
diverse cultural backgrounds and thereby reduce prejudice and
stereotyping (Anderson, 1998; Baugh & Baugh, 1997; DeGarcia &
McGlynn, 1999; Roach, 1998). Likewise, technology is being used to
promote positive self-concept and foster positive relationships
between students from diverse backgrounds in geographically diverse
areas. Such efforts have included videoconferences, computer
conferences, interactions on the Web, and e-pals (Cifuentes &
Murphy, 2000; Cifuentes et al., 1998). Technologies used with middle
grade students have included interactive compressed video and use of
two-way televised communication systems via telephone lines (Sembor,
1997). Teacher education students are using distance learning
technology, multimedia, and e-mail to engage in cross-cultural and
diverse regional interactions with other prospective
teachers (Anderson, 1998; Sernak & Wolfe, 1998). MAKING
INSTRUCTION EQUITABLE WITH TECHNOLOGY
Equity pedagogy is about
equalizing opportunities to learn. It involves incorporating various
strategies and techniques that attend to learning styles and
intelligence types. Writers interested in the nascent relationship
between technology and multicultural education are discussing the
urgency of using technology to address the various ways in which
learners from diverse backgrounds best acquire school knowledge and
skills (Cummins & Sayers, 1996; Damarin, 1998; DeVoogd, 1998).
Nevertheless, it is difficult to discern whether current efforts to
merge technology and multicultural education are addressing this
fourth dimension directly. Indeed, some writers are concerned that
technology may inadvertently privilege certain ways of processing
information while it devalues others (Damarin, 1998; Roblyer,
Dozier-Henry, & Burnette, 1996). An important issue for many
contemporary educators, particularly in the university setting, is
whether internet technology is in any way superior to face-to-face
instruction. It would appear that one advantage internet technology
holds over face-to-face classroom format is in its ability to
provide educators and students wide access to a cross-cultural
professional and learning community. This can be accommodated
through e-mail, bulletin boards, and chatroom sites (Gorski,
2001). A ROLE FOR TECHNOLOGY IN EMPOWERING THE CULTURE OF
SCHOOLS
Multicultural education proponents contend that in order
to provide high quality experiences for all students, many
traditional aspects of schools will need to be reconfigured. This is
referred to as empowering school culture and social structures. Its
ultimate purpose is to change the taken-for-granted policies and
practices of schools that, while useful to some students, have
greatly diminished the schooling experience for many others. For
example, Arias (2000) describes how the new California State
University, Monterey Bay, is making extensive use of technology to
provide access to higher education to the burgeoning population of
Latinos and other people of color who historically have been
excluded from such opportunities. Throughout the U.S., access to
university courses and degree programs are being made available to
students by expanded distance education opportunities that now
routinely include courses offered online in part or in their
entirety. PERFECT PAIR OR ODD COUPLE?
Various efforts are
underway to merge multicultural education and technology, yet it is
too soon to crown the duo a perfect pair. Concerned observers cite
the divergent ideological underpinnings of multicultural education
versus technology as being perhaps predictive of a turbulent
long-term relationship (Damarin, 1998; Roblyer, et al., 1996). For
example, Roblyer et al. (1996) note that multicultural education
emerged from the efforts of people of color and at its most
fundamental level is concerned with justice and equity for all. This
contrasts with internet technology, which they report emerged from
the efforts of a white male elite and remains fraught with problems
of access and equity. But this perplexing outlook notwithstanding,
increasing cultural diversity in schools demands that teachers seek
alternative ways to address learner needs effectively. Teachers at
all levels accept that technology has become integral to the
teaching-learning process, and many enthusiastically albeit
cautiously hope to make the best use of it to provide high quality
schooling for all students. REFERENCES
References identified
with an EJ or ED number have been abstracted and are in the ERIC
database. Journal articles (EJ) should be available at most research
libraries; most documents (ED) are available in microfiche
collections at more than 900 locations. Documents can also be
ordered through the ERIC Document Reproduction
Service (800-443-ERIC). Anderson, S. E. (1998). Integrating
multimedia multicultural methods into an educational psychology
course. Journal of Technology and Teacher Education, 6(2-3),
169-182.
Arias, A. A., Jr. (2000). Agile learning, new media, and
technological infusement at a new university: Serving
underrepresented students. ED 444 801.
Banks, J. A. (1995).
Multicultural education: Historical development, dimensions, and
practice. In J. A. Banks & C. A. McGee Banks (Eds.). Handbook of
Research on Multicultural Education (3-24). New York: Macmillan
Publishing Company.
Baugh, I. W. & Baugh, J. G. (1997). Global
classrooms: E-mail learning communities. Learning and Leading with
Technology, 25 (3), 38-41.
Cifuentes, L. & Murphy, K. L. (2000).
Promoting multicultural understanding and positive self-concept
through a distance learning community: Cultural connections.
Educational Technology Research and Development, 48 (1),
69-83.
Cifuentes, L., Murphy, K., & Davis, T. (1998). Cultural
connections: Promoting self-esteem, achievement, and multicultural
understanding through distance learning. ED 423 831.
Cummins, J. &
Sayers, D. (1996). Multicultural education and technology.
Multicultural Education, 3(3), 4-11.
Damarin, S. K. (1998).
Technology and multicultural education: The question of convergence.
Theory Into Practice, 37(1), 11-19.
DeGarcia, B. G. & McGlynn,
D. (1999). Beyond the learning tool paradigm: The computer as a
medium in a technology enhanced multicultural education course. ED
432 236.
DeVoogd, G. L. (1998). Computer use levers power sharing:
Multicultural students' styles of participation and knowledge.
Computers & Education, 31(4), 351-364.
Freedman, K. & Liu,
M. (1996). The importance of computer experience, learning
processes, and communication patterns in multicultural networking.
Educational Technology Research and Development, 44(1),
43-59.
Gay, G. (1994). At the essence of learning: Multicultural
education. West Lafayette, IN: Kappa Delta Pi.
Gorski, P.
C. (2001). Multicultural education and the internet: Intersections
and integrations. Boston: McGraw Hill.
Kellner, D. (1998).
Multiple literacies and critical pedagogy in a multicultural
society. Educational Theory, 48(1), 103-122.
Merryfield, M.
M. (2000). Using electronic technology to promote equity and
cultural diversity in social studies education. Theory and Research
in Social Education, 28(4), 502-526.
Roach, R. (1998). Cyber
diversity. Black Issues in Higher Education, 15(21),
28-29.
Roblyer, M.D., Dozier-Henry, O., & Burnette, A. P. (1996).
Technology and multicultural education: The uneasy alliance.
Educational Technology, 36(5), 5-12.
Sembor, E. C. (1997).
Citizenship, diversity and distance learning: Videoconferencing in
Connecticut. Social Education, 61(3), 154-159.
Sernak, K. S. &
Wolfe, C. S. (1998). Creating multicultural understanding and
community in preservice education classes via email. Journal of
Technology and Teacher Education, 6(4), 303-329.
Sleeter, C.
E. (1995). An analysis of the critiques of multicultural education.
In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of Research on
Multicultural Education. (81-94). New York: Macmillan Publishing
Company.
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This project has been funded at least in part
with Federal funds from the U.S. Department of Education, Office of
Educational Research and Improvement, under contract number
ED-99-COO-0007. The content of this publication does not
necessarily reflect the views of or policies of the U.S. Department
of Education nor does mention of trade names, commercial products,
or organizations imply endorsement by the U.S. Government.
Title: Multicultural Education and Technology: Perfect Pair or Odd Couple?
ERIC Digest.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Clearinghouse on Teaching and Teacher Education, American
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800-822-9229 (Toll Free); e-mail: [email protected]. For full text:
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Descriptors: Computer Uses in Education, Consciousness Raising, Cultural
Awareness, Diversity (Student), Educational Technology, Elementary
Secondary Education, Equal Education, Higher Education,
Multicultural Education, Preservice Teacher Education, School
Culture, Teaching Methods
Identifiers: Antiracist Education, ERIC Digests, Knowledge Development
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