Double Infusion: Toward a Process of Articulation Between Critical Multicultural Education and Technology Education in a Teacher Preparation Program
James McShay, Iowa State University, United States
CITE Journal Volume 4, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper describes the goals of critical multicultural education in the USA and identifies current challenges working to impede its infusion within technology teacher education programs. It offers both technology and multicultural teacher educators a model for infusion of both critical multicultural perspectives and technology into their respective curricula. This model is illustrated with an example that integrated video and Web technologies into a multicultural education course for preservice teachers. This paper calls for faculty members within technology education and critical multicultural education to engage actively in helping prepare students to become culturally responsive and technologically proficient teachers by modeling good practice in critical multicultural education and technology education.
McShay, J. (2005). Double Infusion: Toward a Process of Articulation Between Critical Multicultural Education and Technology Education in a Teacher Preparation Program. Contemporary Issues in Technology and Teacher Education, 4(4), 429-445. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
Leticia Ortega, Salisbury University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 285–324
Fostering Critical Engagement in Preservice Teachers: Incorporating Weblogs Into Multicultural Education
Beth Wassell & Corey Crouch, Rowan University, United States
Journal of Technology and Teacher Education Vol. 16, No. 2 (March 2008) pp. 211–232
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