“Students from different
backgrounds and experiences need culturally and linguistically relevant teaching
methods to be successful learners during school and later in their careers.”-Maloy,
et al., Transforming Learning with New Technologies
(2017)
Every child that you encounter is a
unique and individual learner—this is regardless of that child’s race, gender,
religion, and ability. Every child we, as educators encounter, is valid and
important. Maloy, et al. (2017) in Chapter Ten of their text Transforming Learning with New Technologies state:
Multicultural education is a term used to describe how
teachers go about affirming the expensive diversity of student interests,
needs, and talents…[It] is based on the idea ‘that all students—regardless of
their gender, social class, and ethnic, racial, or cultural characteristics—should
have an equal opportunity to learn in school…’(p. 242-243)
Education should be an equal
opportunity for all, therefore. Maloy, et al. further explain that the expense
of technologies that educators now have today can aid them in educating a
classroom that is as diverse as the world around us (p. 242).
Now, “multicultural educators
organize teaching and learning to achieve multiple outcomes simultaneously—providing
students information about individuals and groups who are different from them
while offering all students opportunities to locate themselves and their
histories and cultures within school curriculum” (p. 243). This need for
multiculturalism is important since it acknowledges that every student we
encounter is different and comes from a different background than their
teachers (us) and their classmates (their peers). In order to foster a positive
classroom environment, we need to acknowledge this.
Technology is one of the best tools
we have at our disposal to help aid us in creating a multicultural classroom environment.
Maloy, et al. (2017) further discuss that “online tools bring multiple
languages to the school curriculum” (p. 244). Not only that, but technology
allows for digital language learning with digital dictionaries and spellers (p.
246). Perhaps the most beneficial aspect of technology is that it allows for
differentiation within classroom instruction in the form of accommodations and modifications
for special and exceptional learners. “Minimizing disability and maximizing
opportunity are key to adapting teaching strategies and classroom environments
to fit the needs of all learners” (p. 248). Technology is what makes this all
possible.
Now, strategies twelve to fifteen from Chapter Three of Teaching the Last Backpack Generation further explain how we educators should design our classrooms to allow
and integrate all the different types of learners that we will encounter. Strategy
twelve highlights how “when we use technology in education, especially when
working with students with disabilities, English language learners, or other
at-risk students, the terms universal
design for learning, instructional technology, and assistive technology get discussed (Walker, et al., 2016, p. 130).
Now, Maloy, et al. (2017) that for differentiating instruction with technology,
teachers can use “interactive whiteboards” (p. 249).
Moving on to a universal design for
learning, or UDL. Strategy thirteen defines UDL as “…a set of principles for curriculum
development that give all individuals equal opportunities to learn” (Walker, et
al., 2016, p. 131). This strategy also points out that UDL was sort of termed
by the Center for Applied Special Technology, or CAST (p. 131). UDL calls for a
classroom to have multiple means of representation, multiple means of
expression, and multiple means of engagement (Maloy, et al., 2017, p. 251). In
terms of the technology that we can use with this approach, “mobile devices
such as the iPad have many built-in features and additional apps that are good
examples of UDL” (Walker, et al., 2016, p. 131).
Finally, we assistive technology.
Maloy, et al., (2017) define these features so as to “…enable teachers to
differentiate instruction and pursue universal design to learning. These tools
make it possible for individuals with disabilities to do things they might otherwise
not be able to do…” (p. 254). Strategies fourteen and fifteen discuss two types
of assistive technology: read-aloud testing and accessible educational materials
(Walker, et al., 2016, p.133-135). Other assistive technologies include
speech-to-text software and text-to-speech software (Maloy, et al., 2017, p.
254-256).
What can be said about all of this
is that technology allows our differentiated students to have the best learning
experience they can have.
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