Diversity Statement
Diversity in the classroom can manifest itself in many ways: race, religion, tradition, social class and ability levels are all manifestations of diversity. As the world shrinks due to improved transportation, expanding international trade, and communication breakthroughs, it has become more important than ever for students to learn about the world outside their classrooms. Understanding and working with people of other cultures debunks prejudices and increases tolerance of new ideas and customs. Students need to understand how diversity affects world history and community identity (Glimps, 2008). According to a study by Roper and National Geographic huge deficits exist in youth, ages 18 – 24, worldwide in their knowledge of geography and the customs of other countries (Glimps, 2008). The need for diversity education is necessary to rectify this problem and the Internet is a vital tool for increasing students’ global and cultural understanding, providing individualized instruction, and promoting collaboration beyond the classroom.
Glimps (2008) suggests that teaching diversity can begin with discussing the culture or cultures represented within the classroom. Through this medium students can establish their prior knowledge about differences in backgrounds and beliefs and also about cultures of race and ancestry. Once the framework is established, students can begin learning about people outside their personal history. Through the internet they can explore their own family genealogy and heritage. They can explore the customs of other countries or explore critical moments in history such as the civil rights movement, women’s suffrage, The Trail of Tears, or international conflicts to see powerful images of intolerance in action.
Appreciating similarities and differences in people worldwide can be taught to students by using the Internet to find global pen pals or to read and watch international news (Glimps, 2008). Skype in the Classroom is a great tool for collaborating face-to-face with classes around the globe, finding guest speakers, or participating in virtual field trips. The Flat Classroom Project and E-Pals can be used to find other classrooms with which to collaborate and create online. The world-wide web can be used to find service projects to national or international victims of natural, economic, or political disasters instilling in students a sense of global awareness and responsibility.
Within the classroom, technology allows differentiation through a constructivist approach to instruction which allows students to build their knowledge by engaging in group driven, student centered activities based on readiness, interest, learning profile and affect (Smith, 2009). Edyburn (2006) suggests ways to address diverse learning needs within the classroom by utilizing the Internet. Adaptive technology such as text-to-speech software is embedded in many programs. The Gale Virtual Reference Library available in my school media center offers this feature for all articles found in this database. My school system also provides this assistive technology to all Internet sites via Don Jonson assistive software tools. Online assistive technology tools such as iDictate allow students to prepare documents orally and sites like Quizlet provide free study tools and apps. This is just a sampling of the myriad tools available to support and promote diversity education in the classroom.
References
Edyburn, D. L. (2006). Failure Is Not an Option: Collecting, Reviewing, and Acting on Evidence for Using Technology to Enhance
Academic Performance. Learning & Leading With Technology, 34(1), 20-23.
Glimps, B. J., & Ford, T. (2008). Using internet technology tools to teach about global diversity. The Clearing House, 82(2), 91-95.
Retrieved from http://search.proquest.com/docview/196844515?accountid=11824
Hilt, Lyn. "The Case for Cultivating Cultural Awareness." Powerful Learning Practice. N.p., 6 Oct. 2011. Web. 29 Mar. 2014.
Richardson, W. (2012). Preparing Students to Learn without Us. Educational Leadership, 69(5), 22-26.
Schneider, K. G. (1997). Learning diversity over the internet. American Libraries, 28(10), 70.
Retrieved from http://search.proquest.com/docview/197163095?accountid=11824
Smith, G. E., & Throne, S. (2009). Differentiating instruction with technology in middle school classrooms / Grace E. Smith, Stephanie
Throne. Eugene, Or. : International Society for Technology in Education, c2009.
Glimps (2008) suggests that teaching diversity can begin with discussing the culture or cultures represented within the classroom. Through this medium students can establish their prior knowledge about differences in backgrounds and beliefs and also about cultures of race and ancestry. Once the framework is established, students can begin learning about people outside their personal history. Through the internet they can explore their own family genealogy and heritage. They can explore the customs of other countries or explore critical moments in history such as the civil rights movement, women’s suffrage, The Trail of Tears, or international conflicts to see powerful images of intolerance in action.
Appreciating similarities and differences in people worldwide can be taught to students by using the Internet to find global pen pals or to read and watch international news (Glimps, 2008). Skype in the Classroom is a great tool for collaborating face-to-face with classes around the globe, finding guest speakers, or participating in virtual field trips. The Flat Classroom Project and E-Pals can be used to find other classrooms with which to collaborate and create online. The world-wide web can be used to find service projects to national or international victims of natural, economic, or political disasters instilling in students a sense of global awareness and responsibility.
Within the classroom, technology allows differentiation through a constructivist approach to instruction which allows students to build their knowledge by engaging in group driven, student centered activities based on readiness, interest, learning profile and affect (Smith, 2009). Edyburn (2006) suggests ways to address diverse learning needs within the classroom by utilizing the Internet. Adaptive technology such as text-to-speech software is embedded in many programs. The Gale Virtual Reference Library available in my school media center offers this feature for all articles found in this database. My school system also provides this assistive technology to all Internet sites via Don Jonson assistive software tools. Online assistive technology tools such as iDictate allow students to prepare documents orally and sites like Quizlet provide free study tools and apps. This is just a sampling of the myriad tools available to support and promote diversity education in the classroom.
References
Edyburn, D. L. (2006). Failure Is Not an Option: Collecting, Reviewing, and Acting on Evidence for Using Technology to Enhance
Academic Performance. Learning & Leading With Technology, 34(1), 20-23.
Glimps, B. J., & Ford, T. (2008). Using internet technology tools to teach about global diversity. The Clearing House, 82(2), 91-95.
Retrieved from http://search.proquest.com/docview/196844515?accountid=11824
Hilt, Lyn. "The Case for Cultivating Cultural Awareness." Powerful Learning Practice. N.p., 6 Oct. 2011. Web. 29 Mar. 2014.
Richardson, W. (2012). Preparing Students to Learn without Us. Educational Leadership, 69(5), 22-26.
Schneider, K. G. (1997). Learning diversity over the internet. American Libraries, 28(10), 70.
Retrieved from http://search.proquest.com/docview/197163095?accountid=11824
Smith, G. E., & Throne, S. (2009). Differentiating instruction with technology in middle school classrooms / Grace E. Smith, Stephanie
Throne. Eugene, Or. : International Society for Technology in Education, c2009.