How Blended Technology Can Be Used to Teach Multiculturalism - Research Paper Example

How blended technology can be used to teach multiculturalism? Chapter Introduction Introduction There are many benefits realizedbecause of technology in all the sectors of the economy or social life. Technology plays a significant role in the transition of human beings from stage to stage as well as from every location to another. Similarly, technology has been fundamental in the improvement of education since it has devised different methods of giving instruction to students. Before the advancements in technology, teachers used traditional tools such as paper books in giving instructions, and it changed with the advancement. Today, many students can learn without going to class, thanks to technology. However, there are various technological tools that instructors or teachers may use to aid or teach in a multicultural environment. For instance, the globalization has facilitated the movement of people across all the regions, hence dispersing students to every corner of the world. This has called for elaborate ways of teaching to make the students feel at home and minimize cultural shock because of instructions methods. Blended technology offers the best answer in such circumstances because it increases the efficiency of delivering information to such students as well as promoting their social wellbeing in the learning institutions. Statement of the problem Teaching in a multicultural environment is not easy because of the diversity of the students. Therefore, there is a need to find a way of bringing or integrating students to bring equality so that they can learn quickly. Over the years, globalization has resulted in movements of students as well as technology, hence creating a platform for diversity. Different students believe in their tradition since they are socialized in that manner. Hence, technology is paramount in bridging the social gap existing between the two groups of students. Moreover, technology has proven to be valuable in assisting education in various ways using the tools. Some of the tools include web quest, video and audio streaming, online education among others and they apply differently to various people or students (Marri, 2005). They are effective in delivering instruction in a multicultural environment, making them very essential, in this case. Therefore, there is a need to clarify how embedding these technologies can be used in teaching in a multicultural environment. One tool may not be enough to give the required result, hence may call for blending of technologies to reach the goals of education. Purpose of the study The purpose of the study is to find out the extent in which blended technology can be used to teach in a multicultural environment. There are many ways of offering instructions, but they apply in a different context as well as in various environments. Hence, this study is specific to the use of various technologies in teaching in a multicultural environment. Secondly, the purpose of the study includes realizing the weaknesses of blended technology in teaching a multicultural environment, and recommendations of the accepted strategies to be implemented by the instructors. Similarly, the study will recommend strategies to improve instructions using blended technologies. Moreover, the study aims at increasing the knowledge and awareness concerning the use of blended technology in delivering education for multiculturalism. Many people are not aware of the strategy, hence the study will expose it to the public and embrace its use in case it proves fruitful in the delivery instruction sin diverse social backgrounds. Limitations The study is limited to literature findings or secondary data. There are many resources available in the library as well as organizational websites that the study will rely on towards answering the question. This is so because of the limited time allowed for the study. Secondly, the study is limited to the technologies available at the time of the research. Technologies develop each day, and many might emerge after the compilation of the study. Hence, the study is limited to the technologies currently available in the market. Thirdly, the interpretation and analysis of the materials used are restricted to the source used, and their credibility can be verified from their sources. This means that the researcher is not liable for any misleading information, which originates from the sources of references. Lastly, the study is limited to education in the multicultural environment. This implies that the research or the study cannot be generalized to the entire education, but applies selectively. Hence, the findings can be implemented in a multicultural environment to improve the delivery of instructions. Definitions The following are some of the terms applicable to this study and their definitions. Technology: Refers to modification of a product or technique to become superior or to increase its value towards solving a common problem. Multicultural: A representation of different culture, values, and attributions within a community or given area. Blend: The act of mixing or collaborating of two or different things or practices to get the final product. Chapter 2: Summary of the review of the literature There is much information available that document findings on the above subject. The use of blended technology in teaching a multicultural environment is not a new phenomenon since researchers have developed interest on it due to its importance. Therefore, this section will deal with the documented findings concerning the subject in question. The section will give more insightful knowledge concerning the subject and help in answering the question. Similarly, it will give the direction to show the extent of its usability, as well as problems associated with it. Some of the technologies to be reviewed includes but not limited to web-based instructions, online education, education portals, video and audio streaming and Technology has proven to be fruitful in everyday life, and its usability is very efficient in every way. Although some developing nations are unable to embrace technology, their counterparts who have a developed system are reaping big in term of economic and education growth. Because of the advancement in technology in every sector, many students from the developing nations are moving to developed countries, hence creating a multicultural environment calling for diversity (Ball, 2010). In order to bridge the gap and facilitate learning, many educational institutions have embraced using technology to enable delivery of information and instruction in such a multicultural environment. Blending technology is imperative in teaching a multicultural because it diversifies instructional tools, which is important for the learning environment (Compaine, 2001). Therefore, the necessity of blended technology cannot be ignored because those who embraced it realized the positive result hence worth formulating. Gorski (2001) asserts that blended technology is very efficient in contributing towards the construction of knowledge in a multicultural environment. It is achieved through content integration of the different world view to make an informed decision regarding the same or claims. Blended technology expands the learners’ sources of knowledge by making them recognize that their experience within and outside their home areas is a good source of building their knowledge and skills. Hahn (2011) found that using blended technology benefits the learners in reinforcing and promoting the construction of knowledge in a multicultural environment. The study reveals that blended technology assist students to gain knowledge needed because they understand the phenomenon taught from the perspective of others whom they do not share the same culture. Similarly, educators use blended technology such as internet technology is promoting critical engagement with the subject matter as well as with the students (Gorski, 2011). Other researchers also pointed the use of thread discussions in online graduate courses because it creates or promotes multicultural class learning (Cifuentes & Murphy, 2010). Multicultural environment experiences prejudices because of the diversity of the people who hold different values. Learning institutions, experiences prejudices for some learners overlooks the value and cultural practices of others (Damarin, 2008). Therefore, many cases of prejudices are reported, and instructors have minimal ways of eliminating it other than using technology. Various studies point out that blended technology is effective in reducing prejudice and other forms of bigotry associated with it (Damarin, 2008). Similarly, reduction of prejudices means that it promotes personal identity for people or students who are different from others. For instance, instructors or learning institutions use distance education technologies and multimedia presentations to develop learning exchanges among students of various diversities (Damarin, 2008). Hence, it helps in eliminating prejudices and stereotyping. Distance learning does not bring learners together, but allow them to learn from wherever they are resulting in the elimination of interaction. Moreover, learning institutions are using blended technology in promoting positive self-concept as well as fostering positive relationships among student from diverse social backgrounds in different areas or locations (Merryfield, 2010). Some of the technologies employed to aid the effort include videoconferencing, computer conferencing, e-pals, as well as web interactions (Freedman & Liu, 2006). Similarly, the middle - grade student uses particular technologies such as interactive compressed video and televised communication systems (Freedman & Liu, 2006). Lastly, technology reduces stereotyping using e-mails. It allows them to engage in cross-cultural and diverse regional interactions with teachers and students all over the world (Ziechner & Gore, 2009). This is effective because it minimizes physical interaction and promotes the use of technology. Multicultural environment is characterized by inequality in terms of delivering instruction materials due to different factors (Gay, 2002). This has benefited others at the expense of the few who are unable to catch up. Similarly, some students or learners seem to learn faster than others, hence leaving others behind. In other instances, instructors may proceed with the students who are fast catching with instruction leaving behind others. The lag may be attributed to social values as well as culture since they are fundamental to one’s learning ability (Gay, 2002). Scholars are researching on different ways how learners from diverse social backgrounds acquire knowledge and skills using technology (Merryfield, 2010). However, there is no finding indicating that merging technology and multicultural environment addresses the problems of equality. Many researchers also believe that technology may advantage others in processing information while at the same time disadvantaging others (Gay, 2002). However, all scholars are concerned and weigh the option on the use of the internet over face-to-face in delivering instructions. They are examining the advantage of technology over face to face in bringing equality of providing educators with equal opportunities for learning (Larson, 2003). Despite all this, they all agree that internet technology is beneficial over face-to-face because it offers broad access to the cross-cultural learning community (Larson, 2003). A learner can use the internet to access learning materials from his or her culture to bridge the gap. Some of the means of achieving the goals include using emails, chat rooms, bulletins among others. Research indicates that the use of technologies such as World Wide Web provides learners with tools such as audio and video text and extends to offering face-to-face communication (Baugh & Baugh, 2007). The web provides images not captured or accessible on CDs and DVDs making it increased one’s chances of gaining new knowledge. Because of these characteristics, it is effective in eliminating geographical, time, and institutional boundaries, which works against many students in such environment. Most students experience barriers to learning because they are in an unfamiliar environment. Using technology eliminates these obstacles and any anxiety since a student or learner can access stored information on the internet and apply for the right course (Baugh & Baugh, 2007). Therefore, the internet or websites are very reliable tools that students or instructors use in evading cultural barriers in a multicultural environment. Moreover, different research has indicated that internet as a technological tool provides more ways of accessing information, as opposed to the traditional means characterized by face to face or use of papers (Hahn, 2011). It offers different ways of obtaining information applicable in a multicultural environment to aid learning or teaching. Similarly, it provides an alternative to the traditional means of delivering information or instructions (Hahn, 2011). One of such tools is Multiple-User Domain (MOO or MUD), and it is useful in enabling users to log into a synchronized environment (Hahn, 2011). These tools are necessary because they work virtually in assisting learners feel they are in their traditional set up hence eliminating cultural barriers associated with learning. Similarly, the platform provides links to the users towards their cultural groups in engaging in social justices, as well as diversity experienced (Hahn, 2011). Individuals can also come together and chat making them share their experience with the aim of improving learning. Virtual learning using such platforms can enable a student get education away from the school more so situated in an unfamiliar area (Hahn, 2011). It implies that it assists in eradicating cultural differences since the student will not feel them when on the virtual platform and opposed to when physically present. Some multiple user domains are effective in making students or learners in a multicultural environment to gain knowledge regarding the subject areas (Marri, 2013). For instance, MUD that involves text is useful in helping students develop their use of language, readings, vocabulary, as well as other skills required to survive in the classroom (Marri, 2013). Many studies indicate that students benefit much from online learning in that they become active, participates in turns, and can reverse their contribution to realizing they made mistakes (Ball, 2010). Online communication is important because it eliminates shyness among learners who are in the unfamiliar environment, hence proving to be so important. Students who text on a platform tends to become active since they have to concentrate to understand all the concepts taught (Warschauer, 2007). Because of all these, the online platform is useful in teaching multiculturalism since it gives every learner a space for self-expression. The use of multimedia has proved to be essential in delivering instructions in a multicultural environment because it is an interactive nature (Marri, 2013). Multimedia gadgets such as CD and DVDs bring people of different social background together and to life. It makes students realize that people from other cultures also exist, and they can see them. Similarly, it enables the student from different social background to meet one another on videos rather than just reading about them in books (Marri, 2013). The videos from multimedia are also useful in such cases because they personalize individuals and make it possible to view cultural practices of the other group outside one’s life (Marri, 2013). Moreover, the use of multimedia gadget is effective in dramatizing events or scenes taking place between groups of different cultures. For instance, it is effective in dramatizing oppression hence making it clear how intolerance is taking place. Multicultural curriculum that is based on multimedia has abundant information and brings events into reality (Marri, 2013). This is important in making the diverse students understand the concepts as well as what is taking place. Other studies have also found that interactive multimedia is effective in multicultural because it allows students to learn at their pace and navigate as per their demand (Freedman & Liu, 2012). It is also vital for students to make the connection between the ideas because they can relate the events happenings in different cultural contexts. Researcher indicates that use of CDs is useful in bridging cultural gaps since students can play them at their own time and grasp the ideas presented (Freedman & Liu, 2012). As some studies indicated, learners have different speed depending on their social backgrounds, and other factors, hence may experience a culture shock (Marri, 2013). However, the use of multimedia helps learners to play the multimedia gadgets and grasp the concept one by one without rush to enable them meet the goals. Moreover, the CDs and other multimedia devices are useful in facilitating learning since they contain information, which can be repeated to grasp information (Marshall, 2011). Various studies found that they were effective in facilitating communication. Different CDs have been developed to deal with various subjects to the learners in a multicultural (Marshall, 2011). For instance, many multimedia technologies deal with various subjects, which are crucial to making others learn about others to bridge the existing gap. With multimedia, one can learn and know what he or she expects to know without undergoing difficulties (Marshall, 2011). Students can learn about cultural practices as well as languages to make them overcome any barrier, which may be experienced. In today’s world, technology has ease understand different concepts, which one is not familiar with (Munoz, 2012). Hence, blending different technologies is useful in teaching multicultural environment since people do not understand one another and teaching oneself may be difficult. Hence, technology eases the grasping of information using visual aids. The study pointed out that using technology that has visuals is important in enabling people from different cultures or who have diversified culture to think the same (Munoz, 2012). The use of computers or education tablets among the kindergarten children is important in knowing the realities that differentiate the two cultures. It is impossible for one, more so an adult to understand ways different cultures operate or some of their practices hence technology facilitates the same. In many cases, technology brings different players making it easier for the learners to compare the information obtained for the sake of learning. Because of this, people learn quickly about others using technology (Munoz, 2012). Therefore, it is crucial to teaching multicultural since it is inclusive and provide aiding materials that the world otherwise not be found. With almost everything said, the power of social media cannot be ignored in exposing learners to different cultures as witnessed over the past years. Special networking communities (SNC) play a vital role in enhancing learning in a multicultural environment. They work as a collaborative tool with blogs, wikis among others in increasing sharing information and ideas using a virtual platform (Marri, 2013). Users create their identities through profiles that contain personal interest, images, as well as messages for others to read. Modern virtual network sites such as Facebook and MySpace have proved to be important in overcoming barriers among individuals as people engage different people all over the worlds to break the multiculturalism (Marri, 2013). Through this, students can learn the other side of the individual and overcome the prejudices they have concerning such people. Similarly, the interaction, because of the social network benefits teachers and instructors because they collaborate with people outside their cultures to gain insightful understanding about their social practices and traditions (Marri, 2013). Additionally, it gives people the voice of participating in most important issues, hence contributing to overcoming multiculturalism. In the virtual world, people are nearly the same since they do similar things or activities without realizing their differences in terms of social or economic backgrounds. Moreover, SNC contributes to multicultural education because it gives learners a chance to know and learn about the other cultures. They interact with members as well as collaborate with others all over the world (Cifuentes & Murphy, 2010). Online presence makes students be identified by others from different backgrounds, and these contribute to overcoming the barrier to promote learning. For instance, musicians who are some of the valued interest groups have developed platforms such as MySpace where they share information and educate people regarding social life (Cifuentes & Murphy, 2010). Similarly, musicians use these platforms to campaign through advertisement and creation of groups targeting learners to give them the opportunity to learn by overcoming barriers of distance, race among others. The adoption of such technologies and platforms enables students to overcome multicultural environment since they do not consider the person initiating the campaign (Sleeter & Grant, 2013). Because of such practices, they eliminate barriers and wrong attitudes associated with some people (Anderson, 2008). In the end, the technology assists all participants since it removes barriers emanating from social background. Chapter 3: Conclusion Conclusion Technology is very useful in today’s world, and its advancement will prove to be very effective, in the long run. As the world becomes globalized, technology is taking root as speeding the process since everything done today is through technology. Globalization has created a multicultural environment calling for people to find ways of dealing with it to overcome inconveniencies associate with it. One of the areas affected by the multiculturalism is the education sector. Students move from every part of the world to seek education from different parts of the world away from home hence experiences cultural shock. Therefore, blended technology has proved important in overcoming barriers of multiculturalism. It provides a platform for learners and others to share information and exchange ideas without considering their cultures. Distance learning has proved important for educators to overcome multiculturalism since they are not present to experience the difference. Moreover, prejudices are reduced by the use of technology since it minimizes interaction among students. Similarly, social networking communities, DVDs among other technological platforms have made learners to learn about other cultures hence familiarizing themselves to remove any barriers. Because of all these, technology is very effective in educating multicultural environment. Education implication Blended technology has many implications because it improves the performance of students and eliminates cultural barriers. Some techniques are useful in introducing students to diverse content and subject matters as well as providing an alternative to evaluating a multicultural environment. They are very helpful in connecting cultures and the content to be taught to the interacting learners or groups. Social networking communities are effective in increasing cultural understanding among the participants hence useful in improving learning among students. However, learners should be cautious when using technology because it has more to offer than required. There is a possibility of technology providing irrelevant information, more so with World Wide Web. Lack of this consideration may make the learner spend more time reading irrelevant information of refocusing from the desired materials to disadvantage them. Under such circumstances, technology will have the negative implication for education and work against the expected outcome by the students. Therefore, it is necessary to develop a boundary of interaction with technology since it may be destructive without caution. Recommendation There is a lack of understanding of technology and the multiculturalism since there are not many studies conducted in the field. The little research did bases on the access and equity, which come with technology in a multicultural environment. Therefore, future studies need to provide a more detailed interpretation of technology and multiculturalism. Secondly, technology is changing very fast, and most of the gadgets or tools currently available in the market will be rendered obsolete in the coming days. It means that they will be no longer applicable or available for use. Hence, there is a need for more study on the learning options from emerging technologies such as smartphones. There is a need to surpass the social sites and virtual schools since they have some limitations. Blending technology is effective in multicultural learning and there is a need for learning institutions to embrace and apply it in everyday life. Students should adopt them more so those who are experiencing cultural shock to overcome the barriers. 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