The Diverse Learner and Educational Technology

Barbara Miroballi RN, BSPA Arizona State University

Define universal design and how it can be integrated into online and hybrid classes

Determine the criteria relevant to designing and implementing technology into courses that meet the diverse needs of our students

Describe strategies to enhance learning for the student with cultural, language and special needs

Objectives/Outcomes

What are the diversities?◦ Cultural◦ Language (ESL) ◦ Special needs◦ Generational

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Diversity and our students

Abilities with technology Perspectives about technology Schools using more online/hybrid courses

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Are there other considerations?

Meet needs of all students Meet special needs Meet language and cultural needs Keep it fair Consider Universal Design (UD)

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What are some strategies?

Equitable use Flexibility in use Simple and intuitive. Perceptible information Tolerance for error Low physical effort Size and space for approach and use

(Connell, et al., 1997 as sited in Burgstahler, 2001-2004).

7 Principles of Universal Design

Class climate Interaction Physical environments and products Delivery methods Information resources and technology Feedback, assessment, and accommodation

(Burgstahler, 2007)

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Check list of UD

First item on a page tells users where they are Navigation is one of the first things

encountered (and last for long pages) Descriptive text with every graphic Use CSS (cascading style sheets) and tables

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Strategies for adaptive & assistive technology (AT)

Design web pages to be able to be read by screen readers

Welcome students Provides description of lesson sequentially

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AT strategies

Create an accepting and predictable classroom with clear expectations of all students

Create activities that maximize the use of language skills and critical thinking

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Language diversity & UD

Create activities where the student is an active participant

Be sure the students understand the concepts and content of the instructional activity

Include the diversity of the ESL and ELL students into the classroom (Zeller,1994)

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Language diversity & UD

ESL students can be very literal Eliminate slang and vernacular Rephrase Confirm understanding Online discussion forums and Wiki pages

empower shy students (Campbell, 2007)

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Other considerations

Conceptual understanding, ways of communication, thinking pattern and behavior of people are embedded in the culture (Bhattacharya & Jorgensen, 2004).

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Cultural diversity

“ Health care organizations should ensure that patients receive from all staff members effective, understandable, and respectful care that is provided in a manner compatible with their cultural beliefs and practices and preferred language” (Office of Minority Health, Department of Health and Human Services, 2001 as cited in Jarvis, 2012, p. 12).

National standard landmark

Concept of care that is:◦ Culturally sensitive ◦ Culturally appropriate ◦ Culturally competent (Jarvis, 2012, p. 14)

Cultural Care

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Cultural diversity Immigrants with cultural and language

barrier Native Americans Black Americans Other ethnic populations Generational diversity

Extend Cultural Care to students

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Quote from Native American educator Cornel Pewewardy (1993) “one of the reasons Indian children experience difficulty in schools is that educators traditionally have attempted to insert culture into education, instead of inserting education into the culture” (as cited in Ladson-Billings, 1995, p. 159)

Link school & culture

Academic excellence Cultural competence

◦ Use culture to teach values Critical consciousness (Ladson-

Billings,1995a) ◦ Use home language for speaking and writing

then translate homework into English

Criteria for culturally relevant teaching

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Education and technology intersects across thousands of cultures

Generates many different ways of thinking of education

Views on education are shaped by cultural values (Williams & Rogers, 2009)

Conclusion

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Bhattacharya, M. & Jorgensen, L. (2004). Collaborative research projects in creating distributed learning environment in multicultural context. Retrieved from http://www.col.org/pcf3/Papers/PDFs/Bhattacharya_Jorgensen.pdf

Burgstahler, S. (2001-2004). Universal design of instruction. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Universal/index.html#cyu

Burgstahler, S. (2007). Equal access: Universal design of instruction. Seattle: DO-IT, University of Washington. Retrieved from http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html

Campbell, N. (2007). Bringing ESL students out of their shells: Enhancing participation through online discussion. Business Communication Quarterly, 70(1), 37-43.

Jarvis, C. (2012). Physical examination & health assessment.(6th ed.). St Louis, MO.: Elsevier Saunders.

Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.

National Center on Creating Low-Incidence Disabilities (2001). Creating accessible web sites tutorial. Retrieved from http://www.unco.edu/ncssd/resources/AccessibleDesign/index.htm

References

Williams, D. D. & Rogers, P. C. (2009). Educational Technologies and Cultural Dimensions. In M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology . Retrieved from http://projects.coe.uga.edu/ITFoundations/index.php?title=Educational_Technologies_and_Cultural_Dimensions

Zehler, A. (1994) Working with English language learners: strategies for elementary and middle school teachers. NCBE Program Information Guide Series 19:Summer 1994. Retrieved from http://www.ncela.gwu.edu/files/rcd/BE020280/PIG19.pdf

References