Multicultural Education and Technology Integration

Multicultural Education and Technology Integration

Tinukwa Okojie-Boulder (Mississippi State University, USA), James M. Boulder (Mississippi State University, USA) and Mabel C.P.O. Okojie (Mississippi State University, USA)
Copyright: © 2008 |Pages: 10
DOI: 10.4018/978-1-59904-881-9.ch095
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Abstract

The article includes a description of the foundation of multicultural education and a delineation of the concept and its processes. It will also include a depiction of multicultural instructional strategies, and the transformations academic institutions must undergo to adopt the multicultural philosophy. Finally, the article will include a discussion on how technology can be integrated into multicultural education to assist educators.

Key Terms in this Chapter

Technology Integration: involves integrating all technology software and hardware into teaching and learning process. The technology integration process involves detailed planning, design, and evaluation of technology to be used for didactic purposes.

Cultural Diversity: refers to the differences in individual’s heritage in relation to social conditions, environment, language, race, food, and belief systems.

Multiculturalism: is a philosophy that embodies equity pedagogy and social justice for all individuals that have been marginalized because of their race, gender, sexuality, disability, linguistic abilities, and religious affiliation. The philosophy endorses inclusion for individuals in education, and the need for multiple perspectives to be addressed by the curriculum.

Multicultural Education: is a strategy to enforce multiculturalism and is defined as an approach that connects race, language, culture, gender, disability and, to a certain extent, social stratification to school curriculum. The approach incorporates constructivist doctrine, and maintains that students should discover knowledge as opposed to having it imparted on them. Moreover, the approach focuses on drawing student’s cultural heritage and experiences so that they can view themselves within mainstream curricula, and to prepare to live in a diverse society

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