Technological innovation in twenty-first century multicultural teacher preparation
Bibliographic Data
| ID | 13017148 |
|---|---|
| Authors | Laura Blythe Liu (Beijing Normal University, corresponding author), Lottie L Baker (0000-0001-9420-2815, United States Department of State), Natalie B Milman (0000-0002-4085-7725, George Washington University) |
| Year | 2014 |
| Volume | 8 |
| Issue | 1 |
| Pages | 54-67 |
| Publication date | 2014-03-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-02-2013-0005 |
| OpenAlex | W2042073933 |
| Language | EN |
| Citations received | 3 |
| References cited | 36 |
Purpose – An increasingly diverse student population coupled with rapid technological change makes it paramount to examine how technology is being employed in multicultural teacher preparation (MTP) to prepare US teachers to develop the knowledge, skills, and dispositions to foster globally minded, twenty-first century world citizens. The paper aims to discuss these issues. Design/methodology/approach – This review employs constant comparative method of analysis to examine empirical research on MTP practices employing technology to prepare teachers for the diverse student populations of twenty-first century classrooms. Although prior reviews have synthesized research findings on MTP, no systematic investigation has examined the role of technology in preparing teachers to support diverse learners. This review of research conducted from 2002 to 2012 explores how technology has been utilized in MTP to enhance face-to-face, online, and blended teacher preparation experiences. Findings – Collectively, research reviewed illustrates the power of harnessing technological innovation in preparing TCs as multicultural educators increasingly equipped with globally informed conceptions of diversity and pedagogical approaches for responding to twenty-first century equity issues – and to support their P-12 students in achieving similar goals. While the types and purposes of technology use in MTP varied across these studies, a trend was found in employing technology to contribute to equitable teaching and learning across international settings. In addition, analyses show study contexts varying from teacher preparation classrooms, to field placement settings, to faculty development workshops, both in the USA and abroad. Originality/value – This review encourages schools of education to redefine traditional teacher preparation methods and venture into the technology-shaped worlds of twenty-first-century students and their teachers
Engineering ethics · Equity (law · Mathematics education · Multiculturalism · Originality · Pedagogy · Political science · Qualitative research · Social science · Sociology · Teacher education · Teacher Preparation · Value (mathematics · Computer Science · Engineering · Global Education and Multiculturalism · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
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The Discovery of Grounded Theory
Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of "relatedness to country"
Supporting technology integration in K-8 multicultural classrooms through professional development
Reconceptualizing Equity Pedagogy in Technology Teacher Education
Multicultural infusion in teacher education
Themes in the Research on Preservice Teachers’ Views of Cultural Diversity
Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues
Increasing Critical Multicultural Understanding Via Technology
Technology and multicultural education
The Constant Comparative Method of Qualitative Analysis
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |