Double Infusion: Toward a Process of Articulation Between Critical Multicultural Education and Technology Education in a Teacher Preparation Program

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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: AACE.
Retrieved from http://www.editlib.org/p/6182.

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Journal Information

Contemporary Issues in Technology and Teacher Education
Intercultural Education and Educational Technology
ISSN 1528-5804
Volume 4, Issue 4, 2005
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on CITE Journal

Author

James McShay, Iowa State University, USA

Abstract

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.

Keywords

• Preservice Teacher Education
• Professional Development

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• A Multicultural Perspective: Teaching and Learning Mathematics with Technology
• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Examining Preservice Teachers’ Reflective Practice using Digital Video and Critical Incident Analysis
• An Online Professional Development Model for Pre-service Teacher Education
• Multicultural Education and the Internet
• Educational Beliefs of Teachers Who Integrate Technology
• Preservice and Inservice Teachers Collaborating with Technology in K-8 Multicultural Classrooms: Year 2
• The Impact of Integrated Field-Based Technology Courses on Preservice Teachers’ Beliefs, Competence, and Practice

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