| TopDescriptionOur differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the multidisciplinary approaches to transculturality and multiculturalism and its influence on technology-based education. This comprehensive reference source is a collection of education cases which investigate transcultural education using theoretical aspects and practical applications inside a technological framework. This book aims to be a reference for university professors, students, and researchers alike. TopTable of Contents and List of Contributors
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Preface
Francisco José García-Peñalvo | |
Chapter 1 Valentina Zangrando, Antonio M. Seoane Pardo, Francisco José García-Peñalvo, Alicia García Holgado, Lucía García Holgado
MIH project (Multicultural Interdisciplinary Handbook: Tools for Learning History and Geography in a Multicultural Perspective) is a Comenius...
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Multicultural Approach to Learning History and Geography at School in Europe
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Chapter 2 Anna Consonni
This chapter is a contribution to the discussion regarding the implementation of the CLIL methodology in school classes, particularly as far as the...
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About the Use of the DMs in CLIL Classes
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Chapter 3 Alicia García Holgado, Francisco José García-Peñalvo, Valentina Zangrando, Antonio M. Seoane Pardo
The MIH (Multicultural Interdisciplinary Handbook) project provides new tools for helping teachers and pupils plunge deeper into the culture and the...
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Learning Object Model and Framework Design for the Digital Modules Production
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Chapter 4 Flavio Caldas, Ana García-Valcárcel Muñoz-Repiso
UNESCO indicates that one of the biggest problems we have to solve in the early twenty-first century is the abolition of differences between...
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The Role of ICTs in Rural Schools of Patagonia
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Chapter 5 Evaristo Ovide
Internet and the technologies linked to it (ICTs) have greatly expanded the linguistic and cultural domains of the most widely spoken languages in...
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Intercultural Education with Indigenous Peoples and the Potential of Digital Technologies to make it Happen
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Chapter 6 M. Cruz Sánchez Gómez, Antonio V. Martín García, Ana María Pinto Llorente, Paula Andrea Fernández Dávila, Pamela Zapata Sepúlveda
This chapter deals with the problem of gender violence, especially in Chilean Aymara women. The aim of the study is to make a diagnosis of the...
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Gender Violence Experiences of Urban Adult Indigenous Women: Case Study
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Chapter 7 Maria Pavlis-Korres, Elena García Barriocanal
In multicultural education and especially in the education of special groups (Roma, immigrants, etc.), the compatibility between educator and...
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Promoting Multiculturalism in Technology Based-Education: A Framework for the Improvement of Compatibility between Educators of Special Groups and their Learners and a Case Study on Educators of Roma in Greece to Prove its Efficiency
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Chapter 8 Joaquín García Carrasco, Evaristo Ovide, Miriam Borham Puyal
This chapter describes an objective concept of culture and catalogues, from a pedagogical point of view, large categories of facts that identify...
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Closing and Opening of Cultures
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Chapter 9 Enric Serradell-López, Cristina Casado-Lumbreras, David Castillo-Merino
Universities around the world are facing the task of adapting to a changing environment. In a contemporary global context, universities must respond...
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Understanding Culture and its Implications for E-Learning
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Chapter 10 Ricardo Colomo-Palacios, Alok Mishra, Cristina Casado-Lumbreras, Pedro Soto-Acosta
Global Software Development (GSD) teams face communication and coordination problems due to spatial, temporal, and cultural separation between team...
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E-Mentoring in Global Software Development Teams: Success Factors to Develop a Common Culture
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Chapter 11 Luis Fernández-Sanz
This chapter presents several multicultural education experiences in Higher Education devoted to computing education and developed under IP and...
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Teamwork and Project Experiences in Multicultural Environments for Computing Students
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Chapter 12 Josh McCarthy
This chapter explores the use of Facebook in helping immerse international students into Australian university culture at a first year level by...
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Online Networking: Integrating International Students into First Year University through the Strategic Use of Participatory Media
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Chapter 13 Miriam Borham Puyal, Susana Olmos-Migueláñez, Paola Perochena González, María José Rodríguez-Conde
This chapter presents a case study of the use of ICTs, and in particular the blog, in a Spanish Secondary School classroom in order to promote the...
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Technology-Based Values Teaching in Secondary Education
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Chapter 14 Venus Olla
This chapter describes a case study conducted in a high school setting. A students as researchers’ approach is used to explore the use of technology...
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An Enquiry into the use of Technology and Student Voice in Citizenship Education in the K-12 Classroom
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TopReviews and TestimonialsFor scholars, students, and researchers, Peñalvo (computer science, U. of Salamanca, Spain) brings together 14 chapters by computer science, education, psychology, and other researchers from Europe, Chile, and Australia, who discuss multiculturalism in technology-based education. They describe the Multicultural Interdisciplinary Handbook project and outcomes, which aims to facilitate the creation of a European identity by designing digital educational content in geography and history from a multicultural point of view; multiculturality and interculturality in social and diversity issues, including the use of information and communication technologies in an Argentine province with a high rate of aboriginal people, the use of technology in the expansion of the linguistic and cultural domains of endangered languages, analysis of gender violence issues of urban adult indigenous women, a framework for the e-education of teachers of special groups to improve compatibility, and an objective concept of culture; and cases and experiences about multiculturalism, interculturality, and transculturality, such as cultural dimensions in higher education, global software teams' communication and coordination problems and the use of e-mentoring, the behavior of students in teamwork and collaboration, the use of Facebook in helping immerse international students into Australian university culture, the use of technologies to promote values education, and student voice and technology in citizenship education.
– Book News Inc. Portland, OR
These 14 case studies organized into three sections address the Multicultural Interdisciplinary Handbook (MIH) Project and Outcomes; multiculturality and interculturality; and cases and experiences in multiculturalism, interculturality, and transculturality. [...] The information provided is useful to any country, however, where multiculturalism is encountered, to understand the impact of diversity on ICT-supported education and training.
– Sara Marcus, American Reference Books Annual
TopTopics Covered- Information Communication Technology
- Multicultural Education
- Multiculturalism
- Online Networking
- Technology-Based Education
- Transculturality
TopAuthor(s)/Editor(s) BiographyFrancisco José García-Peñalvo graduated from the University of Valladolid with a degree in Computer Science. He later obtained a PhD a the University of Salamanca, and is currently a Senior Lecturer in the Computer Science Department at the University of Salamanca. He has published an excess of one hundred papers in international publications and conferences, and has participated in more than twenty research projects. He currently teaches in the Programa de Doctorado del Departamento de Informática (Computer Science Doctorate Program, which has been awarded the Quality Mention of ANECA since Academic Course 2003-2004), as well as in the Máster Oficial en Sistemas Inteligentes (Intelligent Systems Master), in the Máster Oficial en TIC Aplicadas a la Educación (ICT applied to Education Master), and in the Programa de Doctorado Procesos de Formación en Espacios Virtuales (Educational Virtual Spaces Doctorate Program) at the University of Salamanca. Dr. García-Peñalvo is currently Director of the Experto/Máster en eLearning: Tecnologías y Métodos de Formación en Red (eLearning Master). TopIndicesERIC – Education Resources Information Center | |
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