Ines Marquez Chisholm

Information Technology Skills for a Pluralistic Society

Abstract Information technology skills are becoming more and more important to the success of students and teachers. These skills are acquired in many ways, including education, home use of computers, and on-the-job training. Literature has shown that computer access and integration of computers into curricula have been significantly lower in student populations from ethnic minorities in K-12 public schools. Studies have also shown that ethnic-minority households own computers at a lower rate than majority households. However, universities seldom stop to determine if required competencies exist uniformly across all students. This study focuses on access and use issues of students at an urban university across students of many different ethnicities. The findings indicate that discrepancies persist at the university level. A model of computer-based self-efficacy and performance is presented and partially validated. A discussion of the implications of these findings is included.

Computer Use in a Multicultural Classroom

AbstractThis article presents findings from a case study exploring how an effective teacher in a multicultural classroom manages computer use. The study looks at how the teacher’s management strategies accommodate differences in children’s cultural and learning preferences and provide for equitable access across gender and ethnicity. The researcher collected data through direct observation, videotaping, student and teacher interviews, and informal conversations with students and the teacher. The results parallel previous findings on effective teacher behavior and indicate that the teacher created a supportive classroom computer culture wherein there were high student expectations, options, autonomy, cooperation and interdependence, and instructional flexibility. The article suggests a number of additional questions for further research.

Six elements for technology integration in multicultural classrooms

Abstract Although the number of computers in American schools multiplies, educational inequity remains evident in the area of technology. The socio-economically disadvantaged, the physically disabled, and the culturally and linguistically different have limited knowledge of and experiences with technology. Equitable access to technology requires the infusion of effective multicultural teaching strategies into educational technology use. These strategies must be broad enough to be inclusive of diverse learners, yet specific enough to be valuable as a guide to multicultural teaching. Similarly, they should allow for individual creativity and personal differences in teaching and learning. In this paper, the author proposes and defines six elements for integrating technology in culturally diverse classrooms: cultural awareness, cultural relevance, culturally supportive environment, equitable access, instructional flexibility, and instructional integration. These six elements are based on research on effective...

An Evaluation of Technology Integration in Teacher Education for Bilingual and English as a Second Language Education Majors

AbstractThis article describes the team-planning, delivery, and evaluation of two courses required for English as a second language (ESL) and bilingual education (BLE) majors: Computers in Education and Language Arts Methods. The study revealed that technology was embedded in the context of language arts and that beginning teachers gained confidence in their ability to integrate technology into ESL and BLE language arts classrooms. Although beginning teachers perceived the course objectives as valuable, they reported that they had not completely achieved the objectives. Recommended course changes are discussed.

Teacher preparation for equitable access through the integration of TESOL standards, multiple intelligences and technology

Abstract Schools need teachers who can provide English language learners with equal access to academic content and to information technologies. The authors propose that the integration of standards in TESOL (teaching English to speakers of other languages), the theory of multiple intelligences (MI) and technology can provide an equitable education, support learning differences and develop English language skills across the curriculum. The authors suggest how the integration of TESOL standards, MI theory and technology can become a part of pre-service teacher education and discuss some of the challenges to transferring this integration into the classroom

Culture and Technology: implications for multicultural teacher education

ABSTRACT American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom.

Staff Development to Provide Intentional Language Teaching Technology-Rich K-8 Multicultural Classrooms

Abstract Teams of pre-service and in-service elementary teachers attended workshops, learned technology applications, and designed curricular units that incorporated technology during staff development accomplished through a Preparing Tomorrows Teachers to Use Technology (PT3) U.S. Department of Education grant. Training focused on development of Units of Practice (UOP) with integration of technology, academic standards, and the ESL Standards for Pre-K-I2 Students (TESOL, 1997). Teacher teams infused strategies for culturally and linguistically diverse students to provide intentional language teaching for English language learners. Although the Practicum Plus Program was found to be effective, the authors noted difficulties encountered in recruiting participants.