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Role of technology and Cultural Competence - Essay Example

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The education sector has essentially has its fair share of new and improved technologies. The dynamism of the education sector has been…
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Role of technology and Cultural Competence
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Role of Technology and Cultural Competence Affiliation: Role of Technology New andimproved technologies have redesigned and revolutionized how things are done within and across different sectors of the society. The education sector has essentially has its fair share of new and improved technologies. The dynamism of the education sector has been enhanced by the emergence and improvement of teaching technologies (Noll, 2013), but contentious issues and concerns have been highlighted by different stakeholders. They are those who share the similar insights with Monke (2004). Personally, I think that teaching technologies have resulted in more good than harm. Teaching practices have become more efficient and effective, alongside enhancing creativity and innovativeness in the application of these technologies by students. Moreover, shifts in teaching paradigms have been realized (Bates & Poole, 2003), allowing both teachers and students to counter emerging negativities related to technology in the teaching and learning context.
Cultural, social, economic, and political factors influence education in variant ways. In this respect, the assertion that public education responds primarily to political, not economic forces generates a critically arguable statement. Personally, public education addresses more than just the political factor. There are many and different stakeholders involved in the operationalization of the education sector (Prensky, 2008). On the same note, the teaching and learning environment is characterized by diverse players that exhibit differentiated interests in an education context. It is hardly arguable that all these stakeholders are politically motivated. Therefore, public education encompasses many forces, both political and economic included.
Cultural Competence
The contemporary classroom environment within and across countries is characterized by cultural diversity. Multiculturalism in the global context has become essential as the internet breaks local, regional, national, and international boundaries (Montgomery, 2001). Teaching and learning practices are increasingly becoming influenced by multiculturalism, following the opening up of education to the international community. In American context, the classroom environment is made up of domestic and international students (Irvine & York, 2001). Their coexistence is coherent when multiculturalism in play. Multiculturalism informs the manner in which global diversity is being dealt with. (Paley, 1992; Gurian & Kathy, 2004) contends that the internet has enhanced global interconnectedness, thereby raising the significance of multiculturalism in a global context. As a result, multiculturalism has overcome many boundaries, thus fitting into the social, economic, and political system of the global world.
Gender differences and school culture have essentially become critical to consider. The rigidity of gender diversity for both boys and girls or men and women has necessitated flexibility in school culture. Gender differences influence teaching and learning in myriad ways (Ford & Trotman-Frazier, 2001; Doherty, et al., 2002). Both positive and negative aspects are factored in the process. This implies that both the boy and the girl child exhibit differences in needs, interests, behavior, and psychological perspectives within and without the education context. With regard to that, school culture has to address and account for the underlying gender diversity relative to the behavioral and cultural traits encompassed in the school setting (Mead, 2006). Moreover, gender differences have pressured school culture and institutional sensitivity to the learning ability, psychological traits, behaviors, and culture of both boys and girls.
References
Bates, A. W. & Poole, G. (2003). Effective Teaching with Technology in Higher Education. San Francisco, CA: Jossey-Bass.
Doherty, R., et al. (2002). Research evidence: Five standards for effective pedagogy and student outcomes (Technical Report No. G1). Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence.
Ford, D. Y. & Trotman-Frazier, M. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239.
Gurian, M. & Kathy, S. (2004). With Boys and Girls in Mind. Educational Leadership, November 2004.
Irvine, J. J., & York, D. E. (2001). Learning styles and culturally diverse students: A literature review. In J. A. Banks (Ed.), Handbook of research on multicultural education (pp. 484- 497). San Francisco: Jossey-Bass.
Mead, S. (2006). The Truth about Boys and Girls. The Evidence Suggests Otherwise, June 2006.
Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms. Teaching Exceptional Children, 33(4), 4-9.
Noll, J. (2013). Taking Sides: Clashing views on educational issues (17th ed.). New York: McGraw Hill.
Paley, V. G. (1992). You Cant Say You Cant Play. Cambridge: Harvard University Press.
Prensky, M. (2008). The role of technology in teaching and the classroom. Educational Technology, Nov-Dec 2008. Read More
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