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ERIC Number: EJ834774
Record Type: Journal
Publication Date: 2005-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1521-0960
Reconceptualizing Equity Pedagogy in Technology Teacher Education: A Double Infusion Model
McShay, James; Leigh, Patricia Randolph
Multicultural Perspectives, v7 n3 p10-19 Jul 2005
In this article, we propose to infuse multicultural concepts into the technology core courses that are taught in undergraduate teacher education programs. The need to do so was realized as a result of participation in a Preparing Tomorrow's Teachers to Use Technology (PT3) grant and the subsequent formation of an equity team that ultimately examined students' sensitivity to diversity and understanding of multicultural education. Drawing from the multicultural scholarship, the authors have developed an adapted schema that offers instructional technology a process for infusing multicultural content through the instructional technology curriculum. Students in these technology courses are taught that technology can be used to enhance learning and are encouraged to incorporate its use in their future teaching. As preservice and inservice teachers attempt to integrate technology into their elementary and secondary subject areas, they need to critically examine how such use will affect diverse ethnic, racial, and cultural learners. The authors contend that teacher education programs should go beyond independent attempts to infuse multicultural concepts and technology concepts into the curriculum. The double infusion models offered in this article present means of simultaneously integrating the themes, concepts, issues, and perspectives from both fields into the curricular experiences of the preservice teacher. Moreover, this article lays the theoretical groundwork for the implementation of the double infusion model into a teacher preparation program. (Contains 2 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A