Advertisement

TechTrends

, Volume 62, Issue 1, pp 11–14 | Cite as

Building Multicultural Awareness in University Students Using Synchronous Technology

  • Michele Garabedian StorkEmail author
  • Jingshun Zhang
  • Charles Xiaoxue Wang
Column: ICT International
  • 298 Downloads

Abstract

To explore the potential for building multicultural awareness in university students using synchronous technology, faculty members from an American regional state university and a Chinese regional university collaborated to find appropriate ways to integrate synchronous technology (e.g., Adobe Connect) into a teacher education program in the American university and in an English as a Foreign Language (EFL) program in China. The paper reports the collaborative efforts during the spring 2016 semester using Adobe Connect to enrich student learning at both sites. This report includes the project overview, project implementation, its evaluation framework, and initial findings.

Keywords

Synchronous technology Multicultural awareness EFL learning and instruction Teacher education International research collaboration Design-based research 

References

  1. Adobe Systems, Inc. (2014). Adobe Connect. Retrieved from http://www.adobe.com/products/adobeconnect.html.
  2. Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J. (2012). The Condition of Education 2012 (NCES 2012–045). Washington: U.S. Department of Education, National Center for Education Statistics Retrieved from http://nces.ed.gov/pubsearch.Google Scholar
  3. Bodur, Y. (2012). Impact of course and fieldwork on multicultural beliefs and attitudes. The Educational Forum, 76, 41–56.CrossRefGoogle Scholar
  4. D’Andrea, M., Daniels, J., & Noonan, M. J. (2003). New developments in the assessment of multicultural competence: The multicultural-awareness-knowledge-skills survey-teachers form. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling & psychology (pp. 154–167). Thousand Oaks: Sage.CrossRefGoogle Scholar
  5. Falloon, I. (2011). Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education, 43(3), 187–209.CrossRefGoogle Scholar
  6. Gay, G., & Kirkland, K. (2010). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42(3), 181–187.CrossRefGoogle Scholar
  7. Helfrich, S., & Bean, R. (2011). Beginning teachers reflect on their experiences being prepared to teach literacy. Teacher Education and Practice, 24(2), 201–222.Google Scholar
  8. Hudson, T. M., Knight, V., & Collins, B. C. (2012). Perceived effectiveness of web conferencing software in the digital environment to deliver a graduate course in applied behavior analysis. Rural Special Education Quarterly, 31(2), 27–39.CrossRefGoogle Scholar
  9. Ponterotto, J. G., Mendelsohn, J., & Belizaire, L. (2003). Assessing teacher multicultural competence: Self-reporting instruments, observer report evaluations, and a portfolio assessment. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies: In counseling & Psychology (pp. 191–210). Thousand Oaks, CA: Sage.Google Scholar
  10. Wang, C. X., Jaeger, D., Liu, J., Guo, X., & Xie, N. (2013). Using synchronous technology to enrich student learning. TechTrends, 57(1), 20–25.CrossRefGoogle Scholar
  11. Wu, W., & Marek, M. (2009). The impact of teleconferencing with native English speakers on English learning by Taiwanese students. International Journal on e-Learning, 8(1), 107–126.Google Scholar

Copyright information

© Association for Educational Communications & Technology 2017

Authors and Affiliations

  • Michele Garabedian Stork
    • 1
    Email author
  • Jingshun Zhang
    • 1
  • Charles Xiaoxue Wang
    • 1
  1. 1.Florida Gulf Coast UniversityFort MyersUSA

Personalised recommendations