Home PublicationsJRTEPast IssuesVolume 33 Number 5

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
formerly Journal of Research on Computing in Education

Volume 33 Number 5 Summer 2001

Technology and Multiculturalism in the Classroom
Case Studies in Attitudes and Motivations, Part I

Ines Marquez Chisholm and Keith Wetzel
Arizona State University West

Abstract
This research uses a case study approach in examining the attitudes and motivations of five teacher educators who used technology in their classroom. It seeks to find out why teacher educators initially chose to get involved with technology and then addresses issues regarding the process by which the technology was implemented. Specifically, the research describes the teacher educators’ pedagogical beliefs, cultural preferences, and instructional strategies that influenced their selection of Smart Classroom technology (a network of six student computer workstations linked to an instructor). Moreover, it identifies and details six common elements of multicultural technology integration and concludes with a general discussion on the need to combine pedagogical methods with a practical vision of technology use and technical support.

Although many centers of higher learning are relying on increased use of technology to improve upon their teaching practices, these efforts are often hampered by poor faculty implementation. Teacher educators in these institutions serve as role models, and when problems exist in their attitudes and practices, these problems are inevitably transferred to their students (Huang, 1994). Implementing technology becomes an individual responsibility, therefore, and it is made even more difficult when teacher educators are confronted with culturally diverse learning environments.

Research shows that when it comes to “teaching the teacher,” our teaching institutions may not be doing an adequate job. Many teacher educators do not use technology in their classrooms (Parker, 1997) and thus, fail to effectively model its use for their students (Moursund & Bielefeldt, 1999). As a result, despite an increased emphasis on technology, many future teachers graduate to the workforce unprepared to use it effectively (U.S. Congress, Office of Technology Assessments [OTA], 1995).

The focus of this article is technology integration in the classroom with particular consideration given to the unique demands made of teacher educators in multicultural educational settings. Using a case study format, we examined five teacher educators and their use of technology in a classroom designed to support general teacher education classes. We follow up this study with a review of literature focusing on teacher educators: their pedagogical methods, their success or failure at multicultural technology integration, and finally, the support given them by teaching facilities.

Faculty Pedagogical Beliefs

In an exploratory study of 157 technology-using teacher educators, Robin and Harris (1998) found that the majority showed a tendency toward learner-centered teaching, were advocates of social constructivism, and preferred to engage their students in shared educational activities. Although the study did not specifically survey the participants about their uses of technology in relationship to their pedagogical beliefs, we may speculate that their worldviews and teaching approaches influence their selection and management of technology applications in the classroom.

In a recent study of five secondary mathematics teachers, it was discovered that resistance to using technology was related to the teachers’ beliefs about mathematics teaching, learning in general, and their existing pedagogies (Norton, McRobbie, & Cooper, 2000). The study also determined that teachers with a transmissionist approach—that is to say, an emphasis on the teacher and content matter—had a more limited view of the effectiveness of using computers for teaching and learning mathematics.

The relevance of teacher educator beliefs and practices to the practical application of technology in their classrooms is self-evident. Like all human beings, when faced with a problem, teacher educators are most likely to fall back on teaching methodologies that they understand, are comfortable with, and that have worked successfully for them in the past. As a result, it is safe to conclude that individual teaching pedagogies have a direct influence on the type and quantity of technology that individual teachers embrace in their classrooms. It is important, therefore, that serious consideration be given to modeling appropriate learning pedagogies as a means of shaping the level of acceptance and deference shown to technology by future educators. Observation of instructor modeling is a powerful form of learning—for good or ill; indeed, as Turroff (1999) argues, the learning methodologies used by teacher educators are as important as the technology itself.

Multicultural Technology Integration

Cultural preferences and beliefs play an important part in how technology-using educators organize their learning activities. Their approach to classroom management and acceptance of technology speaks to them as individuals, particularly with regard to their underlying cultural values, beliefs, and assumptions. Educators must be sensitive, therefore, to issues of cultural diversity. For example, some cultural groups strongly value social interdependence and interpersonal collaboration while others give higher regard to independence and personal achievement. Should the educator emphasize group collaboration and peer tutoring at the computer, or should independent learning and individual achievement be encouraged? As a practical matter then, effective multicultural technology integration depends on educators knowing with whom they are dealing and modeling their teaching style accordingly.

Based on educational theory and research, Chisholm (1998) has identified six culturally supportive teaching elements for technology integration:

• Cultural awareness is an acknowledgement of cultural and individual differences through implementation of instructional and learning activities that support varied learning preferences, multiple intelligences, and native languages.
• Cultural relevance is achieved through culturally congruent and culturally relevant learning activities.
• Culturally supportive environments are safe and inclusive and integrate the learner’s culture, family, and community.
• Equitable access provides learners with access to technology in ways that best meets their needs.
• Instructional flexibility is the use of varied modes of delivery and assessment that harmonize with the learners’ strengths and preferences.
• Instructional integration is an acknowledgement of technology as an essential tool for learning and teaching

Chisholm and Wetzel (1997) applied these six elements to a study involving 32 technology-based instructional units created by K–8 classroom teachers and found that general education and bilingual/ESL teachers, for the most part, demonstrated sensitivity with regard to cultural awareness, cultural relevance, instructional flexibility, and instructional integration. General education teachers, however, were less likely to provide culturally supportive environments for children acquiring English as a second language than were the bilingual and ESL teachers. The significance of this finding tends to validate the assertion that integrating technology into multicultural learning environments is a matter that must be addressed by teacher educators in their teaching methodologies. Whereas the bilingual and ESL teachers were instinctively more comfortable adapting their instructional units to the specialized needs of their students, the general education teachers showed a tendency toward less flexibility.

Teaching Facilities

Transfer of learning is facilitated when the environment in which material is learned is similar to the environment in which the learner will later be expected to demonstrate the learning (Woolfolk,1995). It is important, therefore, that differences between a teacher’s preservice learning environment and their inservice K–12 classrooms be minimized. Based on this research, one might assume that institutions preparing new teachers would hold classes in facilities that mirrored the typical placement of computers in K–12 schools. Unfortunately, a recent study of four colleges of education considered exemplary for their integration of technology in teaching (Strudler & Wetzel, 1999) found this not to be the case.

In looking at this problem, it is important to first determine the typical computer configuration in which our graduates will be expected to perform. Nationally, the ratio of computers to students is 1:6 (“Nothing But Net,” 2000). Without the ability to provide each student with an individual computer, schools are faced with having to choose between distributing computers to classrooms or grouping them in labs. K–12 technology-using educators have long argued that placing computers in regular classrooms is superior to lab placement (November, 1997; Sandholtz, Ringstaff, & Dwyer, 1996). They find that having computers in the classroom makes integrating technology into the curriculum much easier because students do not have to wait their turn at the computer as in a lab setting (Barr, 1999). Furthermore, computer use is more open ended when computers are readily available (Quick, 1997) because teachers can use computers at the teachable moment.

Until such time as all K–12 classrooms are able to provide students with individual computers, it is an important part of a teacher’s preservice training that they be exposed to the problems that arise when the availability of technology is limited (Huang, 1994). To recreate a real-world environment, where access to computers is restrictive, our research involved the use of two computer classrooms (Smart Classrooms), each configured with a network of six student computer workstations linked to a single teacher workstation.

Each Smart Classroom contains a central area with 20 movable tables providing seating for as many as 30 students. The teacher workstation is located at the front of the room. Student workstations, each accommodating between three and five students, are arranged around the perimeter of the room. This configuration fits comfortably within the familiar 28’ x 40’ rectangle. (Figure 1)

Figure 1. Layout of the Smart Classroom.

One Smart Classroom contained Macintosh computers. The other contained PCs using Windows operating systems. Each student workstation was equipped with one recent model computer and two monitors, allowing three to five students to work together (Figure 2). The computers themselves were outfitted with Microsoft Office, selected educational software, and access to the Internet. Each student had individual and classroom work space set aside in their workstation computer.

Figure 2. Collaboration in a Smart Classroom.

In addition to the workstations, each Smart Classroom is equipped with a projection screen, VCR, overhead projector, ceiling-mounted projector, and presenter’s computer. The VCR and presenter’s computer are both connected to the ceiling projector. The ceiling-mounted LCD projection monitor enables the entire class to view computer and video displays. Sound output is routed through speakers installed around the periphery. All computers are networked to the university computer system.

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Copyright © 2001, ISTE (International Society for Technology in Education). All rights reserved.