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

http://rds.yahoo.com/_ylt=A0S020nY5OFHzjsB.DOJzbkF;_ylu=X3oDMTBpc2VvdmQ2BHBvcwM3BHNlYwNzcgR2dGlkAw--/SIG=1hkalsp33/EXP=1206072920/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dlibrary%2526fr%253Dyfp-t-501%2526ei%253Dutf-8%2526js%253D1%2526x%253Dwrt%26w=500%26h=375%26imgurl=static.flickr.com%252F176%252F473767793_d3cafc4eff.jpg%26rurl=http%253A%252F%252Fwww.flickr.com%252Fphotos%252Fadalme%252F473767793%252F%26size=219.4kB%26name=Any%20library%20color%26p=library%26type=JPG%26oid=e4d9654ce443d2d8%26fusr=AdalMe%26tit=Any%20library%20color%26hurl=http%3A/www.flickr.com/photos/adalme/%26no=7&tt=9168149

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).


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).


Integration of strategy driven learning activities can be integrated into curriculum.Example activities include:


“Graphic tools illustrate concepts and support student manipulation of variables” (Roblyer, p. 50).



Students collaborate to do internet research and create multimedia and other products (Roblyer, p. 50).


Students avoid tedious tasks and explore possible problems and

solutions with spreadsheets (Roblyer, p. 51).


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




Communication



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).



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


“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



Communication



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



Communication



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 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).


Connected to Youth Culture



Communication



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).


“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 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



Communication



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.

Diversity Tech Winters

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