1. Technology, Diversity and Culture A comprehensive approach to using technological resources to accommodate diverse needs and perspectives Chris Winters
2. I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the Student Bulletin relating to the IWU Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment.I also certify that the work submitted is original work specific for this course and to the M.Ed. program. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which could include expulsion from Indiana Wesleyan University.
3. Introduction Since educators today have access to digital tools and are required to use them, they should be aware of what they have to offer. Technology applications can simultaneously: provide contexts for affirming diversity facilitate problem solving and creativity enhance student learning (Kingsley, 2007, p. 52).
4. Technology Integrated Curriculum Local - Global Collaboration Connected to Youth Culture Parent Communication Access to Diversity and Multicultural Resources Technologically Integrated Curriculum Technology
5. “The cornerstone of the educational technology field is the effective use and integration of technology for instructional purposes” (Conn, Cummins, Brown, & Sayers, 2006, p. 81). Technology Integrated Curriculum
6. Technologically Integrated Curriculum Too often educators settle for using technology as an awkward add on. Technology should be integrated seamlessly and used to compliment the curriculum. (Kingsley, 2007, p. 55).
7. “When teachers create an instructional design for technology integration, they consider the characteristics of their topic and the needs of their students and decide on an instructional course of action that addresses both within the constraints of their classroom” (Roblyer, p.53). Technologically Integrated Curriculum
8. Integration of strategy driven learning activities can be integrated into curriculum. Example activities include: Technologically Integrated Curriculum
12. Water Conservation Impact Table Gallons saved per: Water Saving Strategy Day Week 5 Weeks Year 5years Decade No flushing for tissue waste 12.00 84.00 420.00 4,380.00 21,900.00 43,800.00 Water displacement 1/2 gallon 15.00 105.00 525.00 5,475.00 27,375.00 54,750.00 Washing bathroom with bucket instead of sprayer 4.00 28.00 140.00 1,460.00 7,300.00 14,600.00 Turn water off while brushing 30.00 210.00 1,050.00 10,950.00 54,750.00 109,500.00 Technologically Integrated Curriculum If 30 gallons are saved in a day, then 109,500 are saved in a decade Formulas allow students to evaluate the impact of different strategies.
13. Local - Global Collaboration Connected to Youth Culture Parent Communication Access to Diversity and Multicultural Resources Access to Diversity and Multicultural Resources Technologically Integrated Curriculum Technology
14. “The Internet is replete with reputable Websites that provide free, easy-to-use tools for classroom teachers that do everything from building Web pages to creating lessons and rubrics, from locating royalty-free clip art and images to utilizing online surveys and quizzes” (Kingsley, 2007, p. 54). Access to Diversity and Multicultural Resources
15. Why is Kenya in Conflict? Kenya in Conflict Violence over election dispute continues in once - peaceful African nation By Karen Fanning January 24 , 2008 from http://www.scholastic.com Access to Diversity and Multicultural Resources Students are highly motivated by the interactive and visual qualities of web based reading resources (Roblyer, p. 294). Web-based periodicals for children are one source of interesting reading materials
16. Circle to Circle Why is Kenya in Conflict? 1. Why is Kenya in chaos right now? The African nation of Kenya was once considered a 2. How would you feel if you lived in beacon of democracy. But after a presidential election that many claim was rigged, the country has plunged Kenya? into chaos. 3. What needs to happen for a democracy to run smoothly? "This country has come a long way," said Koki Muli , an election observer. "And now we have been set back 4. What do you want to find out about many miles." this situation? On December 31, violence erupted just minutes after Kenya's President, Mwai Kibaki , was pronounced the winner of the national election. His challenger, Raila Odinga , claimed that he was cheated out of the presidency, insisting the election had been fixed to keep Kibaki's government in power. Access to Diversity and Multicultural Resources “An often used strategy that teachers use is to locate books, stories, and Internet sites that match up with students’ interests and reading levels” (Roblyer 298). Interactive group activities are used to summarize, evaluate and discuss the news Sections of the article are displayed.
17. Local Global Collaboration Local - Global Collaboration Connected to Youth Culture Parent Communication Access to Diversity and Multicultural Resources Technologically Integrated Curriculum Technology
18. “Multicultural education should provide all participants with the tools necessary to observe, analyze, and effect change in society” (Langer de Ramirez, p. 13). Local Global Collaboration
19. Local Global Collaboration West Nairobi School in Kenya Grade 5 Working with other teachers within the school or from anywhere in the world allows educators to share knowledge and support each other (Kingsley, 2007, p. 54).
20. Local Global Collaboration th Nairobi 5 Grade Student Concerns • Relatives of several of my students where affected by the violence, though none killed I think. • Tribal reconciliation is a huge prayer request. That they would love people no matter what tribe they are from. • For weeks it was very tense and stressful living here. The fear and unknown greatly affected the students. • Most students heard gun fire and saw riots around their homes. • Many of my students have parents that travel a lot in the country and they are very worried about their mothers and fathers as they travel for work or ministry. • They are much more worried about security and safety than they used to be. • Some of their parents are really struggling with their business as the economy of the country was hit hard. Mr. Rondeau, the 5th grade teacher at a Christian school (NICS) in Nairobi, shares student concerns from civil unrest in Kenya with Mr. Winters’ class via email.
21. Students from Mr. Winters class take action in response to civil unrest in Kenya by praying for and writing encouragement letters to students in Nairobi Kenya.
22. Parent Communication Local - Global Collaboration Connected to Youth Culture Parent Communication Access to Diversity and Multicultural Resources Technologically Integrated Curriculum Technology
23. “Parent involvement was not only positively correlated to academic achievement, but also took precedence over household income as a determiner of student success” (Tobolka, 2006, p. 25). Parents can use class websites as a way to keep up with students’ educational experiences, communicate with the teacher, and increase their own Internet awareness and skills (Tobolka, 2006, p. 25). Parent Communication
24. Parent Communication The Homepage The homepage has been designed as a user - friendly entrance to information for parents and students. The icons compliment the class theme of lighthouses and create an attractive design.
25. The Homepage Biographical and contact information for the teacher is featured on this link. A small picture of the school campus provides a link to the school website. A scrolling message is updated frequently to call the visitors attention to the latest news or website features.
26. Homework Page The homework page is frequently visited by parents as well as students. Parents are able to confirm what children should be doing on any given night. The students rely on this page when they forget or run out of time to write assignments down.
27. Action research suggests that “electronic communication improves students’ interest in their coursework and provides their parents with more knowledge about daily class activities” (Tobolka, 2006, p. 26). Parent Communication
28. Connected to Youth Culture Local - Global Collaboration Connected to Youth Culture Parent Communication Access to Diversity and Multicultural Resources Technologically Integrated Curriculum Technology
29. “Because the lives of school-age children are inextricably linked to popular culture, interactive multimedia technology can be a powerful tool for connecting students’ school life with their out-of-school worlds” (Kingsley, 2007, p. 55). Connected to Youth Culture
30. “Linking content area teaching to youth culture, including television, music, the Internet, and video gaming, is a compelling way to capture and hold students’ attention, make learning relevant, and help students develop a sense of ownership of their learning” (Kingsley, 2007, p. 55). Connected to Youth Culture
31. Connected to Youth Culture 1. Carefully set - up a ramp 3. Set - up a small block that will 2. Try it out and make bring the car to a stop adjustments so the car will 4. Finally begin testing the travel at a high speed after distance the coins travel. it has left the ramp 13 inches
32. Local - Global Collaboration Connected to Youth Culture Parent Communication Technology, Diversity and Culture Access to Diversity and Multicultural Resources Technologically Integrated Curriculum Technology
33. References Conn, C. (2007, February). Jim Cummins, Kristin Brown, and Dennis Sayers, Literacy, technology, and diversity: teaching success in changing times. Educational Technology Research & Development, 55(1), 79-82. retrieved March 9, 2008 from: http://80-search.ebsco host.com.oak.indwes.edu/login.aspx?direct=true&db=tfh&AN=23710 180&site=ehost-live Cifuentes, L., & Ozel, S. (2006, November). Resources for attending to the needs of multicultural learners. Knowledge Quest, 35(2), 14-21. Retrieved March 9, 2008, from http://80-search.ebscohost .com.oak.indwes.edu/login.aspx?direct=true&db=tfh&AN=24339807&site=ehost-live
34. References Continued Kingsley, K. (2007, September). Empower diverse learners with educational technology and digital media. Intervention in School & Clinic, 43(1), 52-56. retrieved March 9, 2008, from: http://80- search.ebscohost.com.oak.indwes.edu/login.aspx?direct=true&db=tf h&AN=26156207&site=ehost-live
35. References Continued Langer de Ramirez, L. (2006). Voices of diversity: stories activities and resources for the multicultural classroom. Upper Saddle River, NJ: Pearson. Neely, E. (2005). Communication with parents: it works both ways. Leadership, 34, 24-28. Roblyer, M.D. (2006). Integrating educational technology into teaching. Boston: Pearson. Tobolka, D. (2006). Connecting teachers and parents through the internet. Tech Directions, 66, 24-28.
