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Convergence of Technology and Diversity: Experiences of Two Beginning Teachers in Web-Based Distance Learning for Global/Multicultural Education
ARTICLE

Teacher Education Quarterly Volume 33, Number 1, ISSN 0737-5328

Abstract

This study explores the exegesis of two beginning teachers in a teacher preparation and development, Web-based distance learning course in global/multicultural pedagogy. Before illustrating their experiences prior, during, and after the Web-based distance learning course, the author begins with a brief examination of the literature in distance learning and global/multicultural curriculum, along with a description of the particular course studied. He moves then to examine the experiences of two beginning teachers around the issue of convergence, suggesting generative themes that emerge from their interpretation of the course. Given the limited number of participants in this study, the author foregoes any suggestion that the results are generalizable, as the emphasis here lies in raising questions from this study that may guide future inquiry about the integration of technology and global/diversity learning, and perhaps, other attributes of teacher candidate preparation and development. As such, this effort is not intended to evaluate the quality of this particular educational program, the merits of Web-based distance learning in the preparation and professional development of teachers, or to make universal claims about the nature of integrating technology and diversity. Rather, he uses the experiences of these beginning teachers to raise questions for further inquiry about the convergence of distance learning and global/multicultural learning in teacher education. (Contains 1 note.)

Citation

Gaudelli, W. (2006). Convergence of Technology and Diversity: Experiences of Two Beginning Teachers in Web-Based Distance Learning for Global/Multicultural Education. Teacher Education Quarterly, 33(1), 97-116. Retrieved October 16, 2021 from .

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