Diversity Tech Winters
-
Upload
chriswintersnics -
Category
Documents
-
view
6.063 -
download
3
description
Transcript of Diversity Tech Winters
Technology, Diversity and CultureA comprehensive approach to using technological resources to accommodate diverse needs and perspectives
Chris Winters
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.
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).
Technology Integrated Curriculum
Technologically Integrated Curriculum
Connected to Youth Culture Parent
Communication
Local - Global Collaboration
Access to Diversity and Multicultural Resources
Technology
Technology Integrated Curriculum“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).
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).
“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
Integration of strategy driven learning activities can be integrated into curriculum.Example activities include:
Technologically Integrated Curriculum
“Graphic tools illustrate concepts and support student manipulation of variables” (Roblyer, p. 50).
Technologically Integrated Curriculum
Technologically Integrated Curriculum
Students collaborate to do internet research and create multimedia and other products (Roblyer, p. 50).
Technologically Integrated Curriculum
Students avoid tedious tasks and explore possible problems and
solutions with spreadsheets (Roblyer, p. 51).
Technologically Integrated Curriculum
Formulas allow students to evaluate the impact of different strategies.
If 30 gallons are saved in a day, then 109,500 are saved in a decade
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
Access to Diversity and Multicultural Resources
Technologically Integrated Curriculum
Connected to Youth Culture Parent
Communication
Local - Global Collaboration
Access to Diversity and Multicultural Resources
Technology
“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
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
Why is Kenya in Conflict?
Kenya in ConflictViolence 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
“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).
Sections of the article are displayed.
Interactive group activities are used to summarize, evaluate
and discuss the news
The African nation of Kenya was once considered a beacon of democracy. But after a presidential election that many claim was rigged, the country has plunged into chaos.
"This country has come a long way," said Koki Muli, an election observer. "And now we have been set back many miles."
On December 31, violence erupted just minutes after Kenya's President, Mwai Kibaki, was pronounced the winner of the national election. His challenger, RailaOdinga, claimed that he was cheated out of the presidency, insisting the election had been fixed to keep Kibaki's government in power.
Why is Kenya in Conflict?Circle to Circle
1. Why is Kenya in chaos right now?
2. How would you feel if you lived in Kenya?
3. What needs to happen for a democracy to run smoothly?
4. What do you want to find out about this situation?
Local Global Collaboration
Technologically Integrated Curriculum
Connected to Youth Culture Parent
Communication
Local - Global Collaboration
Access to Diversity and Multicultural Resources
Technology
“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
Local Global CollaborationWorking 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).
West Nairobi School in Kenya
Grade 5
Local Global CollaborationMr. 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.
Nairobi 5th 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.
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.
Parent Communication
Technologically Integrated Curriculum
Connected to Youth Culture Parent
Communication
Local - Global Collaboration
Access to Diversity and Multicultural Resources
Technology
“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
Parent CommunicationThe 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.
The Homepage 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.Biographical and contact information for the teacher is
featured on this link.
Homework PageThe 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.
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
Connected to Youth Culture
Technologically Integrated Curriculum
Connected to Youth Culture Parent
Communication
Local - Global Collaboration
Access to Diversity and Multicultural Resources
Technology
“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
“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
Connected to Youth Culture1.Carefully set-up a ramp
2.Try it out and make adjustments so the car will travel at a high speed after it has left the ramp
3. Set-up a small block that will bring the car to a stop
4.Finally begin testing the distance the coins travel.
13 inches
Technologically Integrated Curriculum
Connected to Youth Culture Parent
Communication
Local - Global Collaboration
Access to Diversity and Multicultural Resources
Technology
Technology, Diversity and Culture
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=23710180&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
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=23710180&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
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
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
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.
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.