Technology, Diversity and Culture<br />A comprehensive approach to using technological resources to accommodate diverse ne...
	I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the Student Bulletin rel...
Introduction<br />	Since educators today have access to digital tools and are required to use them, they should be aware o...
Technology Integrated Curriculum<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communicati...
“The cornerstone of the educational technology field is the effective use and integration of technology for instructional ...
Technologically Integrated Curriculum<br />	Too often educators settle for using technology as an awkward add on. Technolo...
“When teachers create an instructional design for technology integration, they consider the characteristics of their topic...
	Integration of strategy driven learning activities can be integrated into curriculum.<br />	Example activities include:<b...
Technologically Integrated Curriculum<br />	“Graphic tools illustrate concepts and support student manipulation of variabl...
Technologically Integrated Curriculum<br />	Students collaborate to do internet research and create multimedia and other p...
Technologically Integrated Curriculum<br />	Students avoid tedious tasks and explore possible problems and solutions with ...
Water Conservation Impact Table<br />Gallons saved per:<br />Water Saving Strategy<br />Day<br />Week<br />5 Weeks<br />Ye...
Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Access to Diversity and Multic...
	“The Internet is replete with reputable Websites that provide free, easy-to-use tools for classroom teachers that do ever...
Why is Kenya in Conflict?<br />Kenya in Conflict<br />Violence over election dispute <br />continues in once<br />-<br />p...
Circle to Circle<br />Why is Kenya in Conflict?<br />1.<br />Why is Kenya in chaos right now?<br />The African nation of K...
Local  Global Collaboration<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<b...
“Multicultural education should provide all participants with the tools necessary to observe, analyze, and effect change i...
Local  Global Collaboration<br />West Nairobi School in Kenya<br />Grade 5<br />Working with other teachers within the sc...
Local  Global Collaboration<br />th<br />Nairobi 5<br />Grade Student Concerns<br />•<br />Relatives of several of my stu...
Students from Mr. Winters class take action in response to civil unrest in Kenya by praying for and writing encouragement ...
Parent Communication<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Acce...
	“Parent involvement was not only positively correlated to academic achievement, but also took precedence over household i...
Parent Communication<br />The Homepage <br />The homepage has been <br />designed as a user<br />-<br />friendly entrance ...
The Homepage <br />Biographical and contact information for the teacher is featured on this link.<br />A small picture of ...
Homework Page<br />The homework page is frequently visited by parents as well as students.  Parents are able to confirm wh...
	Action research suggests that “electronic communication improves students’ interest in their coursework and provides thei...
Connected to Youth Culture<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br ...
	“Because the lives of school-age children are inextricably linked to popular culture, interactive multimedia technology c...
	“Linking content area teaching to youth culture, including television, music, the Internet, and video gaming, is a compel...
Connected to Youth Culture<br />1.<br />Carefully set<br />-<br />up a ramp <br />3.<br />Set<br />-<br />up a small block...
Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Technology, Diversity and Cult...
References<br />Conn, C. (2007, February). Jim Cummins, Kristin Brown, and Dennis <br />	Sayers, Literacy, technology, and...
References Continued<br />Kingsley, K. (2007, September). Empower diverse learners with <br />	educational technology and ...
References Continued<br />Langer de Ramirez, L. (2006). Voices of diversity: stories activities and resources for the mult...
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Diversity Tech Winters

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Diversity Tech Winters

  1. 1. Technology, Diversity and Culture<br />A comprehensive approach to using technological resources to accommodate diverse needs and perspectives <br />Chris Winters<br />
  2. 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. <br />
  3. 3. Introduction<br /> Since educators today have access to digital tools and are required to use them, they should be aware of what they have to offer. <br /> Technology applications can simultaneously: <br />provide contexts for affirming diversity<br />facilitate problem solving and creativity<br />enhance student learning <br />(Kingsley, 2007, p. 52).<br />
  4. 4. Technology Integrated Curriculum<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Access to Diversity and Multicultural Resources <br />Technologically Integrated Curriculum<br />Technology<br />
  5. 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).<br />Technology Integrated Curriculum<br />
  6. 6. Technologically Integrated Curriculum<br /> 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).<br />
  7. 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). <br />Technologically Integrated Curriculum<br />
  8. 8. Integration of strategy driven learning activities can be integrated into curriculum.<br /> Example activities include:<br />Technologically Integrated Curriculum<br />
  9. 9. Technologically Integrated Curriculum<br /> “Graphic tools illustrate concepts and support student manipulation of variables” (Roblyer, p. 50).<br />
  10. 10. Technologically Integrated Curriculum<br /> Students collaborate to do internet research and create multimedia and other products (Roblyer, p. 50).<br />
  11. 11. Technologically Integrated Curriculum<br /> Students avoid tedious tasks and explore possible problems and solutions with spreadsheets (Roblyer, p. 51).<br />
  12. 12. Water Conservation Impact Table<br />Gallons saved per:<br />Water Saving Strategy<br />Day<br />Week<br />5 Weeks<br />Year<br />5years<br />Decade<br />No flushing for tissue waste<br />12.00<br />84.00<br />420.00<br />4,380.00<br />21,900.00<br />43,800.00<br />Water displacement 1/2 <br />gallon<br />15.00<br />105.00<br />525.00<br />5,475.00<br />27,375.00<br />54,750.00<br />Washing bathroom with <br />bucket instead of sprayer<br />4.00<br />28.00<br />140.00<br />1,460.00<br />7,300.00<br />14,600.00<br />Turn water off while <br />brushing<br />30.00<br />210.00<br />1,050.00<br />10,950.00<br />54,750.00<br />109,500.00<br />Technologically Integrated Curriculum<br />If 30 gallons are saved in a day, then 109,500 are saved in a decade<br />Formulas allow students to evaluate the impact of different strategies.<br />
  13. 13. Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Access to Diversity and Multicultural Resources<br />Access to Diversity and Multicultural Resources <br />Technologically Integrated Curriculum<br />Technology<br />
  14. 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). <br />Access to Diversity and Multicultural Resources<br />
  15. 15. Why is Kenya in Conflict?<br />Kenya in Conflict<br />Violence over election dispute <br />continues in once<br />-<br />peaceful African <br />nation<br />By <br />Karen Fanning<br />January 24 , <br />2008<br />from <br />http://www.scholastic.com<br />Access to Diversity and Multicultural Resources<br />Students are highly motivated by the interactive and visual qualities of web based reading resources (Roblyer, p. 294).<br />Web-based periodicals for children are one source of interesting reading materials<br />
  16. 16. Circle to Circle<br />Why is Kenya in Conflict?<br />1.<br />Why is Kenya in chaos right now?<br />The African nation of Kenya was once considered a <br />2.<br />How would you feel if you lived in <br />beacon of democracy. But after a presidential election <br />that many claim was rigged, the country has plunged <br />Kenya?<br />into chaos. <br />3.<br />What needs to happen for a <br />democracy to run smoothly?<br />"This country has come a long way," said Koki <br />Muli<br />, <br />an election observer. "And now we have been set back <br />4.<br />What do you want to find out about <br />many miles."<br />this situation?<br />On December 31, violence erupted just minutes after <br />Kenya's President, <br />Mwai<br />Kibaki<br />, was pronounced the <br />winner of the national election. His challenger, <br />Raila<br />Odinga<br />, claimed that he was cheated out of the <br />presidency, insisting the election had been fixed to <br />keep <br />Kibaki's<br />government in power.<br />Access to Diversity and Multicultural Resources<br />“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). <br />Interactive group activities are used to summarize, evaluate and discuss the news<br />Sections of the article are displayed.<br />
  17. 17. Local  Global Collaboration<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Access to Diversity and Multicultural Resources <br />Technologically Integrated Curriculum<br />Technology<br />
  18. 18. “Multicultural education should provide all participants with the tools necessary to observe, analyze, and effect change in society” (Langer de Ramirez, p. 13).<br />Local  Global Collaboration<br />
  19. 19. Local  Global Collaboration<br />West Nairobi School in Kenya<br />Grade 5<br />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). <br />
  20. 20. Local  Global Collaboration<br />th<br />Nairobi 5<br />Grade Student Concerns<br />•<br />Relatives of several of my students where affected by the <br />violence, though none killed I think.<br />•<br />Tribal reconciliation is a huge prayer request.<br />That they <br />would love people no matter what tribe they are from.<br />•<br />For weeks it was very tense and stressful living <br />here.<br />The fear and unknown greatly affected the <br />students.<br />•<br />Most students heard gun fire and saw riots around their <br />homes.<br />•<br />Many of my students have parents that travel a lot in the <br />country and they are very worried about their mothers <br />and fathers as they travel for work or ministry.<br />•<br />They are much more worried about security and safety <br />than they used to be.<br />•<br />Some of their parents are really struggling with their <br />business as the economy of the country was hit hard.<br />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.<br />
  21. 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.<br />
  22. 22. Parent Communication<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Access to Diversity and Multicultural Resources <br />Technologically Integrated Curriculum<br />Technology<br />
  23. 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). <br /> 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).<br />Parent Communication<br />
  24. 24. Parent Communication<br />The Homepage <br />The homepage has been <br />designed as a user<br />-<br />friendly entrance to <br />information for parents <br />and students. The icons <br />compliment the class <br />theme of lighthouses and <br />create an attractive <br />design.<br />
  25. 25. The Homepage <br />Biographical and contact information for the teacher is featured on this link.<br />A small picture of the school campus provides a link to the school website.<br />A scrolling message is updated frequently to call the visitors attention to the latest news or website features.<br />
  26. 26. Homework Page<br />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. <br />
  27. 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).<br />Parent Communication<br />
  28. 28. Connected to Youth Culture<br />Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Access to Diversity and Multicultural Resources <br />Technologically Integrated Curriculum<br />Technology<br />
  29. 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).<br />Connected to Youth Culture<br />
  30. 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). <br />Connected to Youth Culture<br />
  31. 31. Connected to Youth Culture<br />1.<br />Carefully set<br />-<br />up a ramp <br />3.<br />Set<br />-<br />up a small block that will <br />2.<br />Try it out and make <br />bring the car to a stop<br />adjustments so the car will <br />4.<br />Finally begin testing the <br />travel at a high speed after <br />distance the coins travel. <br />it has left the ramp <br />13 inches<br />
  32. 32. Local - Global Collaboration<br />Connected to Youth Culture<br />Parent Communication<br />Technology, Diversity and Culture<br />Access to Diversity and Multicultural Resources <br />Technologically Integrated Curriculum<br />Technology<br />
  33. 33. References<br />Conn, C. (2007, February). Jim Cummins, Kristin Brown, and Dennis <br /> Sayers, Literacy, technology, and diversity: teaching success in <br /> changing times. Educational Technology Research & Development, <br />55(1), 79-82. retrieved March 9, 2008 from: http://80-search.ebsco <br /> host.com.oak.indwes.edu/login.aspx?direct=true&db=tfh&AN=23710<br /> 180&site=ehost-live<br />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<br />
  34. 34. References Continued<br />Kingsley, K. (2007, September). Empower diverse learners with <br /> educational technology and digital media. Intervention in School & <br /> Clinic, 43(1), 52-56. retrieved March 9, 2008, from: http://80-<br /> search.ebscohost.com.oak.indwes.edu/login.aspx?direct=true&db=tf<br /> h&AN=26156207&site=ehost-live<br />
  35. 35. References Continued<br />Langer de Ramirez, L. (2006). Voices of diversity: stories activities and resources for the multicultural classroom. Upper Saddle River, NJ: Pearson.<br />Neely, E. (2005). Communication with parents: it works <br /> both ways. Leadership, 34, 24-28.<br />Roblyer, M.D. (2006). Integrating educational <br /> technology into teaching. Boston: Pearson.<br />Tobolka, D. (2006). Connecting teachers and parents <br /> through the internet. Tech Directions, 66, 24-28.<br />

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