Exploring International Multicultural Field Experiences in Educational Technology

Autor/inn/en	Wilder, Hilary; Ferris, Sharmila Pixy; An, Heejung
Titel	Exploring International Multicultural Field Experiences in Educational Technology
Quelle	In: Multicultural Education & Technology Journal, 4 (2010) 1, S.30-42 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-497X
DOI	10.1108/17504971011034719
Schlagwörter	Foreign Countries; Developing Nations; Educational Technology; Graduate Students; Technology Integration; Field Experience Programs; Teaching Methods; Multicultural Education; Facilitators (Individuals); Action Research; Internet; Mentors; Computer Mediated Communication; Access to Computers; Disadvantaged; International Education; Standards; Accreditation (Institutions); Surveys; Discussion Groups; Program Effectiveness; Inservice Teacher Education; Education Courses; Namibia; New York + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Praxisnahes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Projektforschung; Computerkonferenz; Internationale Erziehung; Standard; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Survey; Umfrage; Befragung; Lehrerfortbildung; Fortbildungskurs
Abstract	Purpose: The purpose of this paper is to explore an online field experience between technology facilitator candidates in the USA and K-12 teachers in Namibia, to improve candidates' understanding of diversity and equity issues in the successful incorporation of information and communication technologies (ICT) in teaching and learning. Design/methodology/approach: A classroom-based, exploratory action-research methodology was used. US graduate students in an educational technology course were expected to gain knowledge, skills, and understanding by mentoring (via online communications technologies) Namibian primary and secondary schools teachers in a technology-integration task. Findings: Through this effective multicultural field experience for technology facilitator candidates, US participants learned about the digital divide as it exists in developing nations, and the impact of socio-economic and technological inequities on the incorporation of ICTs in teaching and learning. Research limitations/implications: The results of this pilot study warrant further studies which explore this method in a broader population and across a wider range of educational settings. As developing nations increase their access to ICTs, difficulties faced in this study should be minimized in future studies. Practical implications: The paper suggests an effective, diverse, technology-embedded field experience for school professionals preparing to become technology facilitators. Programs that cater to full-time teachers working in schools which do not meet the diversity requirements set by accrediting organizations such as the National Council for Accreditation of Teacher Education may consider this approach. Originality/value: Online international field experiences have the potential to enhance US participants' ability to demonstrate technology facilitator standards in the context of diverse school settings, backgrounds and populations, as well as to aid teachers in a developing country in technology integration knowledge and skills. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10