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##  Multicultural Education and Technology: Perfect Pair or Odd Couple?             ERIC Digest.                                                                 

In recent years multicultural education and technology have emerged             as key issues in teaching and teacher education. But whether they               represent pedagogy's perfect pair or its odd couple is still being              determined as teachers at all levels seek ways to integrate the                 two.  This digest looks at how technology can support multicultural             education efforts. AN OVERVIEW OF MULTICULTURAL                               EDUCATIONScholars specializing in multicultural education agree             that at its most fundamental level, multicultural education                     represents an orientation to schooling and the teaching-learning                process that is grounded in the democratic ideals of justice and                equality (Banks, 1995; Gay, 1994; Sleeter, 1995). Some would argue              that justice and equality have always been the focus of schools in              America, but there is a substantial body of historical and                      contemporary evidence which demonstrates that the schooling                     experiences of most students of color, as well as many white                    students from economically poor and politically disempowered                    backgrounds, are inferior to those provided to white students from              middle class, politically dominant backgrounds. Due to this                     disparity, proponents of multicultural education call for a studied             restructuring of many of the long-standing policies and conventions             of public schooling.  James A. Banks, professor of education and                director of the Center for Multicultural Education at the University            of Washington in Seattle, is recognized as a leading scholar in the             field of multicultural education.  He has detailed five critical                dimensions of multicultural education: content integration,                     knowledge construction, prejudice reduction, equity pedagogy, and               empowering school culture and social structure. TECHNOLOGY,                   TEACHING, AND CONTENT INTEGRATIONThe goal of content integration            is to expand the curriculum by incorporating contributions of                   diverse cultures into traditional disciplines of study. Arguably,               this dimension is easily realized through technology. For instance,             teachers at all levels have used the World Wide Web to extend the               available learning resources. Electronic mail and multimedia                    technologies promote communication and interactions between diverse             groups with the purpose of helping students learn more about content            they study in subject areas as social studies, science, psychology,             and even foreign language (Anderson, 1998; Baugh & Baugh, 1997;                 Cifuentes & Murphy, 2000; Cifuentes, Murphy, & Davis, 1998;                     Freedman & Liu, 1996; Roach, 1998; Sernak & Wolfe, 1998). 
Many                educators who acknowledge potential benefits of a merger between                technology and multicultural education call for updating the                    physical infrastructures of schools. In schools where such                      updates (i.e., re-wiring) have occurred, teachers are making                    widespread use of the internet and other computer-based technology.             And the knowledge and skills students acquire in these schools                  typically are being reinforced by computer availability and internet            access in their homes. This reality contrasts sharply with that of              students from poor/working class backgrounds who attend schools                 where the notion of re-wiring for internet access may seem                      superfluous in light of the absence of basic resources. Nor are                 these students likely to have internet access at home.  Citing a                1999 report of the National Telecommunications and Information                  Administration, Gorski (2001) reports that "African American and                Latino households are only about one-third as likely to have access             to the Internet from home as Asian, Asian American, and Pacific                 Islander households. The same group is only two-fifths as likely to             have access as White households" (pp. 14-15). This situation is                 reflective of the "digital divide" phenomenon.  Thus, while                     technology can facilitate the content integration in the                        teaching-learning process, educators must be aware that in some                 circumstances this dimension of multicultural education will need to            be addressed by other means due to lack of access to                            technology. KNOWLEDGE CONSTRUCTION THROUGH TECHNOLOGYThe                  knowledge construction dimension promotes critical literacy by                  examining the manners in which scholars and scientists contribute to            their respective fields of study. Knowledge construction builds upon            content integration by making explicit the worldviews and                       perspectives that inform knowledge claims. Similarly, it expands the            legitimate sources of knowledge by helping learners recognize that              their own experiences both within and beyond school are viable                  foundations for acquiring knowledge and skills. Teacher educators               are being called upon to use technology to promote and reinforce the            knowledge construction process (Cummins & Sayers, 1996; Kellner,                1998). Part of acquiring facility in knowledge construction is                  understanding phenomenon from the perspectives of others. To this               end, teacher educators are making use of Internet technology to                 promote more critical engagement with subject matter (DeGarcia &                McGlynn,a 1999). For example, Merryfield (2000) discusses advantages            of threaded discussions in an online graduate course.                           Student-generated threads facilitate a class learning community that            allows those of diverse cultural and national origins to                        perspective-take while simultaneously examining their own ideas                 about cultural diversity. TECHNOLOGY AS A TOOL TO REDUCE                      PREJUDICEPrejudice reduction is about eliminating all forms of              bigotry. Also, it involves promoting healthy personal identity                  devoid of the tendency or need to denigrate those who differ from               self. Multimedia presentations and distance learning technologies               are being used to establish learning exchanges between students of              diverse cultural backgrounds and thereby reduce prejudice and                   stereotyping (Anderson, 1998; Baugh & Baugh, 1997; DeGarcia &                   McGlynn, 1999; Roach, 1998). Likewise, technology is being used to              promote positive self-concept and foster positive relationships                 between students from diverse backgrounds in geographically diverse             areas.  Such efforts have included videoconferences, computer                   conferences, interactions on the Web, and e-pals (Cifuentes &                   Murphy, 2000; Cifuentes et al., 1998). Technologies used with middle            grade students have included interactive compressed video and use of            two-way televised communication systems via telephone lines (Sembor,            1997). Teacher education students are using distance learning                   technology, multimedia, and e-mail to engage in cross-cultural and              diverse regional interactions with other prospective                            teachers (Anderson, 1998; Sernak & Wolfe, 1998). MAKING                       INSTRUCTION EQUITABLE WITH TECHNOLOGYEquity pedagogy is about               equalizing opportunities to learn. It involves incorporating various            strategies and techniques that attend to learning styles and                    intelligence types. Writers interested in the nascent relationship              between technology and multicultural education are discussing the               urgency of using technology to address the various ways in which                learners from diverse backgrounds best acquire school knowledge and             skills (Cummins & Sayers, 1996; Damarin, 1998; DeVoogd, 1998).                  Nevertheless, it is difficult to discern whether current efforts to             merge technology and multicultural education are addressing this                fourth dimension directly. Indeed, some writers are concerned that              technology may inadvertently privilege certain ways of processing               information while it devalues others (Damarin, 1998; Roblyer,                   Dozier-Henry, & Burnette, 1996). An important issue for many                    contemporary educators, particularly in the university setting, is              whether internet technology is in any way superior to face-to-face              instruction. It would appear that one advantage internet technology             holds over face-to-face classroom format is in its ability to                   provide educators and students wide access to a cross-cultural                  professional and learning community. This can be accommodated                   through e-mail, bulletin boards, and chatroom sites (Gorski,                    2001). A ROLE FOR TECHNOLOGY IN EMPOWERING THE CULTURE OF                     SCHOOLSMulticultural education proponents contend that in order             to provide high quality experiences for all students, many                      traditional aspects of schools will need to be reconfigured. This is            referred to as empowering school culture and social structures. Its             ultimate purpose is to change the taken-for-granted policies and                practices of schools that, while useful to some students, have                  greatly diminished the schooling experience for many others. For                example, Arias (2000) describes how the new California State                    University, Monterey Bay, is making extensive use of technology to              provide access to higher education to the burgeoning population of              Latinos and other people of color who historically have been                    excluded from such opportunities. Throughout the U.S., access to                university courses and degree programs are being made available to              students by expanded distance education opportunities that now                  routinely include courses offered online in part or in their                    entirety. PERFECT PAIR OR ODD COUPLE?Various efforts are                  underway to merge multicultural education and technology, yet it is             too soon to crown the duo a perfect pair. Concerned observers cite              the divergent ideological underpinnings of multicultural education              versus technology as being perhaps predictive of a turbulent                    long-term relationship (Damarin, 1998; Roblyer, et al., 1996). For              example, Roblyer et al. (1996) note that multicultural education                emerged from the efforts of people of color and at its most                     fundamental level is concerned with justice and equity for all. This            contrasts with internet technology, which they report emerged from              the efforts of a white male elite and remains fraught with problems             of access and equity. But this perplexing outlook notwithstanding,              increasing cultural diversity in schools demands that teachers seek             alternative ways to address learner needs effectively.  Teachers at             all levels accept that technology has become integral to the                    teaching-learning process, and many enthusiastically albeit                     cautiously hope to make the best use of it to provide high quality              schooling for all students. REFERENCESReferences identified               with an EJ or ED number have been abstracted and are in the ERIC                database. Journal articles (EJ) should be available at most research            libraries; most documents (ED) are available in microfiche                      collections at more than 900 locations. Documents can also be                   ordered through the ERIC Document Reproduction                                  Service (800-443-ERIC). 
Anderson, S. E. (1998). Integrating                   multimedia multicultural methods into an educational psychology                 course. Journal of Technology and Teacher Education, 6(2-3),                    169-182. 
Arias, A. A., Jr. (2000). Agile learning, new media, and             technological infusement at a new university: Serving                           underrepresented students. ED 444 801. 
Banks, J. A. (1995).                   Multicultural education: Historical development, dimensions, and                practice.  In J. A. Banks & C. A. McGee Banks (Eds.).  Handbook of              Research on Multicultural Education (3-24). New York: Macmillan                 Publishing Company. 
Baugh, I. W. & Baugh, J. G. (1997).  Global               classrooms: E-mail learning communities. Learning and Leading with              Technology, 25 (3), 38-41. 
Cifuentes, L. & Murphy, K. L. (2000).              Promoting multicultural understanding and positive self-concept                 through a distance learning community: Cultural connections.                    Educational Technology Research and Development, 48 (1),                        69-83. 
Cifuentes, L., Murphy, K.,  & Davis, T. (1998). Cultural               connections: Promoting self-esteem, achievement, and multicultural              understanding through distance learning. ED 423 831. 
Cummins, J. &            Sayers, D. (1996). Multicultural education and technology.                      Multicultural Education, 3(3), 4-11. 
Damarin, S. K. (1998).                   Technology and multicultural education: The question of convergence.            Theory Into Practice, 37(1), 11-19. 
DeGarcia, B. G. & McGlynn,                D. (1999). Beyond the learning tool paradigm: The computer as a                 medium in a technology enhanced multicultural education course. ED              432 236. 
DeVoogd, G. L. (1998). Computer use levers power sharing:            Multicultural students' styles of participation and knowledge.                  Computers & Education, 31(4), 351-364. 
Freedman, K. & Liu,                    M. (1996). The importance of computer experience, learning                      processes, and communication patterns in multicultural networking.              Educational Technology Research and Development, 44(1),                         43-59. 
Gay, G.  (1994). At the essence of learning: Multicultural             education. West Lafayette, IN: Kappa Delta Pi. 
Gorski, P.                     C. (2001). Multicultural education and the internet: Intersections              and integrations. Boston: McGraw Hill. 
Kellner, D. (1998).                    Multiple literacies and critical pedagogy in a multicultural                    society. Educational Theory, 48(1), 103-122. 
Merryfield, M.                   M.  (2000). Using electronic technology to promote equity and                   cultural diversity in social studies education. Theory and Research             in Social Education, 28(4), 502-526. 
Roach, R. (1998).  Cyber                 diversity. Black Issues in Higher Education, 15(21),                            28-29. 
Roblyer, M.D., Dozier-Henry, O., & Burnette, A. P. (1996).             Technology and multicultural education: The uneasy alliance.                    Educational Technology, 36(5), 5-12. 
Sembor, E. C. (1997).                    Citizenship, diversity and distance learning: Videoconferencing in              Connecticut. Social Education, 61(3), 154-159. 
Sernak, K. S. &                Wolfe, C. S. (1998). Creating multicultural understanding and                   community in preservice education classes via email. Journal of                 Technology and Teacher Education, 6(4), 303-329. 
Sleeter, C.                  E. (1995). An analysis of the critiques of multicultural education.             In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of Research on              Multicultural Education.  (81-94). New York: Macmillan Publishing               Company. 
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This project has been funded at least in part                with Federal funds from the U.S. Department of Education, Office of             Educational Research and Improvement, under contract number                     ED-99-COO-0007.  The content of this publication does not                       necessarily reflect the views of or policies of the U.S. Department             of Education nor does mention of trade names, commercial products,              or organizations imply endorsement by the U.S. Government.                   **Title:** Multicultural Education and Technology: Perfect Pair or Odd Couple?             ERIC Digest.                                                                 **Document Type:** Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); **Available From:** ERIC Clearinghouse on Teaching and Teacher Education, American                  Association of Colleges for Teacher Education, 1307 New York Ave.,              N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel:             800-822-9229 (Toll Free); e-mail: [email protected]. For full text:               http://www.ericsp.org.                                                       **Descriptors:** Computer Uses in Education,  Consciousness Raising,  Cultural                   Awareness,  Diversity (Student),  Educational Technology, Elementary            Secondary Education, Equal Education, Higher Education,                          Multicultural Education, Preservice Teacher Education, School                  Culture, Teaching Methods                                                    **Identifiers:** Antiracist Education, ERIC Digests, Knowledge Development                    
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