culture and e-learning the effects of multimedia on multicultural education

Research in Instructional Technology

Culture and E-Learning: The Effects of Multimedia on Multicultural Education

Michael D. Nichols

Multiculturalism and Multimedia Technologies

Abstract

As the world grows increasingly more interdependent, it will be vital that citizens be

culturally aware and sensitive to differences. Multimedia technologies can provide educators

with educational opportunities that enhance multicultural education. This paper will focus on the

importance of multicultural education in today’s society and how the implementation of

multimedia technologies can be used as an educational tool, providing collaborative distance

educational opportunities for students, and the promotion of cultural awareness. It will also look

into possible issues of facing multimedia technologies integration in a multicultural educational

setting.

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Introduction

The historic race for 2008 Democratic presidential nomination between Senator Hillary

Clinton and Senator Barrack Obama revealed that racial and prejudice attitudes are still a factor

in the United States today. As the self-anointed leader of the free world, it is essential that the

United States overcome these hindrances. It is necessary for educational institutions in the

United States to provide quality, multicultural learning opportunities in order to facilitate

democratic beliefs and ideals in future citizens. Cifuentes and Murphy (2000) contended that

public education needs to provide students with educational opportunities that are geared towards

increasing students’ cultural awareness, promoting new experiences, and instilling in students the

willingness to accept cultural differences. As more technologies are implemented into

educational curriculums, it will be necessary to provide all students of different socioeconomic

statues similar opportunities and according to Kong (2007) limit potential technology

discrepancies that will arise between students of high income and low income schools.

As the 21st century continues, cultural awareness will be of paramount importance.

Domestically, the United States faces the burgeoning Hispanic population which according to El

Nasser (2008) will be three times the current amount of 42 million by the year 2050. The growth

of the overall United States population will increase from 303 million to 438 million. The

increase of 125 million people will be primarily through individuals immigrating to the United

States (El Nasser, 2008). Internationally, the United States and the rest of the world face bigger

issues. The current rise in energy prices, primarily petroleum, will most likely not recede and

will cause an increase in global tensions, which could result in military engagements. The other

pressing issue is the rise in food costs. It will be necessary for citizens of all nationalities to

become more globally aware and open to other cultures in order to avoid conflicts.

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Technology has allowed the world to become a smaller, more interrelated community. E-

mail, instant messaging, social networking, Web 2.0, and a multitude of other technologies have

allowed society to interact and communicate instantaneously. As the nations of the world

become more dependent on each other, cultural understanding will be paramount to the success

of educational, business, and diplomatic endeavors. The purpose of this paper is to better

understand the role of multimedia technologies in a multicultural educational context.

Literature Review

Promotion of Cultural Awareness

Culture is a term that is very ambiguous in nature and its definition is constantly evolving

over time. The research conducted by Moghadam and Assar (2008) defined culture as “shared

values, meanings, and norms within an organization or a nation” (p.360). From their definition,

culture can be classified to many different facets of society, ranging from corporations, groups,

and classrooms, to entire nations. Understanding culture is important because the

interrelationship and interdependency of today’s world. O’Neill (2007) suggests that individuals

who become more culturally aware and accepting will be more inclined and ready to fulfill

leadership roles in the business, academic, scientific, and political spectrums. It is necessary for

today’s educational system to provide students with the tools necessary to better understand

different cultures, become more accepting of cultures, and acquire the necessary technology

skills to function as productive members of society. Sleeter and Tettegah (2002) contended that

in order for students to fill those roles of leadership, it is essential that students learn and acquire

the skills necessary to function in an interdependent, multicultural environment.

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In order to facilitate these 21st century goals, the use of multimedia technologies will help

students become more globally aware, better at using technology, and become lifelong learners.

The research conducted by Zhao, Zhou, and Huang (2008) suggested that society today is in an

information age in which information and ideals are more accessible to more people than in any

other period in history. Information comes from a multitude of media such as television, radio,

newspapers, magazines, computers, and the Internet. The ease at accessing information will help

teachers prepare lessons that are actively engaging while promoting cultural understanding and

awareness in their students.

The study conducted by Thurston (2004) helps reiterate the benefits of multimedia

technologies in promoting cultural awareness. The study was conducted before and after the

terrorist attacks of September 11, 2001 and consisted of two middle schools with one being in

the United States and the other in Scotland. The students exchanged ideas and personal

information through activities that ranged from interviews, presentations, and discussions.

Thurston (2004) noted at the conclusion of the study period that students’ perception of their

own ethnic background changed. Thurston attributed this change in perception to the multimedia

intervention. Student’s ability to conceptualize the definition of culture changed over the study

period and became more complex. The free exchange of ideas using of multimedia technologies

enabled these types of learning outcomes. Thurston (2004) also noted that the more interaction

students have with other ethnicities the more likely that prejudice attitudes will lessen. Using

technology can help establish positive attitudes towards individuals of other nationalities. The

use of multimedia technologies in this instance helped students in Scotland and the United States

to become more culturally accepting, develop a better understanding of each other’s nation, and

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provided active learning opportunities to use technology. Thurston’s study provided a positive

example of how multimedia technologies affect multicultural education.

The current diplomatic situation between the United States and China is constantly

changing. Maintaining a cultural understanding between the two countries will be necessary to

continue prosperity and peace. Multimedia, such as television and newspaper, has helped shape

Chinese students’ attitudes and perceptions of the United States and its society. Zhao et al.

(2008) conducted a study on the perceptions held by Chinese students in how they felt towards

China and the United States. Their study revealed that perceptions held by Chinese students

towards the United States relied heavily upon the diplomatic relationship of the two countries.

Issues of a free Tibet and independent Taiwan create negative perceptions of the United States in

Chinese students. Generally, Chinese students were proud of their country but also felt there

were areas that needed improvement. The influence of multimedia has a profound effect on

students of both countries. In order to facilitate cultural understanding, educators must

implement measures that provide students with the tools necessary to succeed in the global

community.

Increase in Student Collaboration

Students will need the skills necessary to function productively within society. One

major skill is the ability to work with others. As demographics of the United States change, it

will be necessary to work with colleagues of different ethnic and cultural backgrounds. Kellner

(2001) states that “emigration patterns have brought an explosion of new peoples into the U.S. in

recent decades and the country is now more racially and ethnically diverse, more multicultural,

than ever before” (p. 67). The rise in a more ethnically diverse student population will require

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prudent multicultural educational strategies that engage all learners. Multimedia technologies

will allow educators to provide multicultural learning opportunities that will enable students to

become more culturally aware while learning skills to work collaboratively with others.

Multicultural educators that incorporate technology into the classroom provide two

important educational opportunities for their students. First, students learn to use technology and

are more prone to become technology literate. It is essential that students have the necessary

skills to function in a high technology society. Second, according to Oubenaissa-Giardina and

Bhattacharya (2007) technology is an educational resource that educators can incorporate into

instruction and allow for distant interactions with students of different countries through virtual

learning environments. Cifuentes and Murphy (2002) stated that virtual learning environments

provide opportunities for students to share personal experiences with students of different

ethnicities. When students participate in distant education, it allows them to learn from each

other and exchange cultural perspectives. Sharing personal experiences and perspectives through

multimedia educational efforts will aid students in developing empathy while becoming more

culturally aware. Bermudez and Hirumi’s (2000) research suggests that multimedia technologies

provide students with a learning environment that is shared with others and allows for more

social interaction between students of different countries, cultures, and ethnicities.

In a study conducted by O’Neill, a U.S. fifth grade class and a Korean sixth grade class

studied cooperatively through a learning management system. The main purpose of the study

was to increase global awareness of different cultures in participating students through online

writing exercises. As students participated in the study, O’Neill (2007) stated that they “became

more interested in writing because computers allowed them to share their writing electronically

with audiences from other countries that directly provided responses and feedback” (p.214).

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Multimedia technologies allow educators to provide their students with learning opportunities

laden with multicultural content that promotes cultural awareness and student collaboration.

Multimedia Technologies as an Educational Tool

Multimedia technology allows educators of different countries to collaborate together in

providing their students educational opportunities that advance cultural awareness,

understanding, and positive attitudes. Xing and Spencer (2008) suggest that as an educational

tool, multimedia technologies allow teachers to provide learning opportunities that are

stimulating and engaging for students while increasing student creativity. In using multimedia

technologies, educators are changing the current educational structure and are at the forefront of

new, collaborative educational strategies.

Integrating multimedia technologies into classroom practices allows for teachers to

become more flexible in presenting concepts and ideas to their students and provides more

chances for collaborative learning. Multimedia technology according to Adeoye and Wentling

(2007) allow individuals to develop virtual learning environments that are accessible to a wide

range of users and in which ideas and concepts are transmitted instantaneously. In terms of

resources, multimedia technologies have provided educators with assets that aid in preparation

and instruction. The Internet, according to Swan and Hicks (2007), is a resource that aids

educators in finding instructional materials that help facilitate educational topics and concepts.

In terms of a multicultural educational context, the Internet allows for interactions between

different cultures, ethnicities, concepts, and ideas that previously were unattainable. Educators

of today have at their disposal educational resources and tools that allow them to increase student

participation and provide engaging educational opportunities.

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Issues

Integrating multimedia technologies into classroom practices in raising cultural

awareness is not without its problems. One major problem is reluctance of current

administration and faculty involved. Sleeter and Tettegah (2002) noticed that in some cases,

technology was not accepted into curricular activities due to negative attitudes and perceptions.

Some educators feel that technology is a threat to the current educational system and to their

jobs. In other cases many teachers simply do not have the time or the resources to institute such

measures. The current high-stake testing and standards-based educational system in the United

States increases the pressure already placed on educators. Teachers already face a number of

responsibilities and adding the burden of developing educational initiatives that incorporate

multimedia technologies would most likely make some teachers resistant to technology.

Another potential issue is technical problems. Educators might have limited technical

skill and training. It is more than likely that educators will have to deal with technical issues.

Ruthven et al. (2003) noted a general concern among educators was the possibility of technical

issues as a prime reason for a lack of technology acceptance. It would increase the workload of

teachers by having to develop two lesson plans. One lesson plan that implements technology

usage and another without technology. This could possibly add to the lack of teacher interest for

integrating technologies into classroom practices.

In terms of conducting multicultural educational activities with participants in foreign

countries, it is necessary for educators, on both sides, to understand and be aware of cultural

differences. Adeoye and Wentling (2007) point out that if cultural differences are not taken into

account, students will not participate and might be turned off to virtual learning. It is of vital

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importance that educators prepare for such situations as not to offend participants. Kumar and

Bhattachharya (2007) state that “instructors will have to be open-minded and be careful about the

sensitive cultural issues associated with different cultures” (p.120). These are some issues raised

by researchers in adopting and accepting multimedia technologies into a multicultural

educational setting.

Conclusion

As students complete their education, they will enter into a society that is growingly

increasing on interdependency.. It is necessary and paramount that educational institutions

provide multicultural learning opportunities for their students so that cultural prejudices and

attitudes are changed for the better. The research indicates that a possible educational strategy to

accomplish the previous goals is to integrate multimedia technologies that are coupled with

distant learning scenarios with foreign schools. In doing so this strategy will help increase global

awareness, develop positive cultural attitudes, and allow students to gain potentially beneficial

technology skills.

Providing collaborative learning environments with distant educational institutions will

allow students to share personal experiences while learning to effectively work together. As an

educational tool, multimedia technologies contain great educational potential with

instantaneously communication, vast educational resource, and opportunities to interact with

individuals of different cultural heritages and ethnicities. However, certain issues that need to be

addressed in order to effectively implement such educational strategies. Educators need to be

properly trained in use of multimedia technologies so that integration is effective. It is also

necessary to reduce the stigma of technology in veteran educators. The most pressing issue in

multimedia technology integration into a distant learning setting is how educators approach

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cultural differences. It is essential to the success of that educators be aware of cultural

differences and attempt to provide unbiased instruction.

The research articles found in this paper indicate that there is a potential need to

investigate further into how culture plays a role in education, especially when using distant

learning platforms. It will also be necessary to investigate whether student perceptions are

changed when involved in distant learning scenarios with students of a different country, how

students view the technology, and how teachers cultural awareness changes. The

interdependency of the world and advancement of technology make research into multicultural

education with the integration of multimedia technologies a necessary and vital task.

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References

Adeoye, B., & Wentling, R. (2007). The relationship between national culture and the usability

of an e-learning system [Electronic version]. International Journal on E-Learning, 6(1), 119-

146. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Bermudez, A., & Hirumi, A. (2000). Examining the effectiveness of systematically-designed

web-based instruction [Electronic version]. Interactive Learning Environments, 8(3), 279-

290. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Cifuentes, L., & Murphy, K. (2000). Promoting multicultural understanding and positive self-

concept through a distance learning community: cultural connections [Electronic version].

Educational Technology Research and Development, 48(1), 69-83. Retrieved June 9, 2008,

from ERIC database.

El Nasser, H. (2008, February 21). U.S Hispanic population to triple by 2050. USA Today.

Retrieved June 14, 2008, from http://www.usatoday.com/news/nation/2008-02-11-

population-study_N.htm

Kellner, D. (2001). New technologies/new literacies: reconstructing education for the new

millennium [Electronic version]. International Journal of Technology and Design Education,

11(1), 67-81. Retrieved June 9, 2008, from Education Research Complete database.

Kong, S. (2007). A curriculum framework for implementing information technology in school

education foster information literacy [Electronic version]. Computers & Education, 51(1),

129-141. Retrieved June 9, 2008, doi:10.1016/j.compedu.2007.04.005

12

http://www.usatoday.com/news/nation/2008-02-11-population-study_N.htm

http://www.usatoday.com/news/nation/2008-02-11-population-study_N.htm


Kumar, K., & Bhattacharya, M. (2007). Designing for learning effectiveness across borders in a

multicultural context [Electronic version]. Journal of Interactive Learning Research, 18(1),

111-121. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Moghadam, A., & Assar, P. (2008). The relationship between national culture and e-adoption: a

case study of Iran [Electronic version]. American Journal of Applied Sciences, 5(4), 369-377.

Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

O'Neill, E. (2007). Implementing international virtual elementary classroom activities for public

school students in the U.S. and Korea [Electronic version]. Electronic Journal of e-Learning,

5(3), 207-218. Retrieved June 13, 2008, from Education Research Complete database.

Oubenaïssa-Giardina, L., & Bhattacharya, M. (2007). Managing technological constraints and

educational aspiration in a multicultural e-learning environment design [Electronic version].

Journal of Interactive Learning Research, 18(1), 135-144. Retrieved June 13, 2008, from

Computers & Applied Sciences Complete database.

Ruthven, K., Hennessy, S., & Deaney, R. (2005) Incorporating internet resources into classroom

practice: pedagogical perspectives and strategies of secondary-school subject teachers

[Electronic version]. Computers & Education, 44(1), 1-34. Retrieved June 13, 2008,

doi:10.1016/j.compedu.2003.11.001

Sleeter, C., & Tettega, S. (2002). Technology as a tool in multicultural teaching [Electronic

version]. Multicultural Education, 10(2), 1-9. Retrieved June 9, 2008, from ERIC database.

Swan, K., & Hicks, D. (2007). Through the democratic lens: the role of purpose in leveraging

technology to support historical inquiry in the social studies classroom [Electronic version].

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International Journal of Social Studies Education, 21(2), 142-168. Retrieved June 13, 2008,

from ERIC database.

Thurston, A. (2004). Promoting multicultural education in the primary classroom: broadband

videoconferencing facilities and digital video [Electronic version]. Computers & Education,

43(1/2), 165-177. Retrieved June 9, 2008, doi:10.1016/j.compedu.2003.12.011

Xing, M., & Spencer, K. (2008). Reducing cultural barriers via internet sources [Electronic

version]. Innovations in Education and Teaching International, 45(2), 169-181. Retrieved

June 13, 2008, doi:10.1080/14703290801950377

Zhao, Y., Zhou, X., and Huang, L. (2008). Chinese students’ knowledge and thinking about

America and China [Electronic version]. The Social Studies, 99(1), 13-22. Retrieved June 13,

2008, from Academic Search Complete database.

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Appendix A

APA Citation: Adeoye, B., & Wentling, R. (2007). The relationship between national culture and the usability of an e-learning system [Electronic version]. International Journal on E-Learning, 6(1), 119-146. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Purpose of the study: The study is focusing on possible relationships between national culture and the usability of an e-learning platform.

Research Design: Descriptive Research (Quantitative)

Subjects: 24 participants

12 female and 12 male which fit the criteria of 15 years in home country, been in the USA for less than 3 years, and represented a various nationalities and academic fields.

Procedures/Instruments:

Three methods of gaining information where used: User Background Form (A questionnaire), User Tasks & Observation Guide (10 step e-learning task assignment), and Post Tasks Questionnaire. Two phases where implemented. Phase 1 focused on measuring learnability and error rate. Phase 2 focused on measuring memorability and error rate.

Results/Findings:

Different cultures have different preferences, satisfactions, expectations, and understandings towards e-learning.

Conclusions/Implications: Using cultural frameworks of Hofstede and Nielsen, the study indicated that Power Distance was not related systematically to other variables. Individuals score higher in satisfaction than collectivists, even with similar cultural backgrounds. In terms of masculinity versus femininity, individuals who rated higher in masculinity are more satisfied with e-learning.

“Demographic changes, technological advances, and globalization have forced corporations throughout the world to reexamine their policies, programs, and practices.” (p.119)

“In particular, technology has provided individuals around the world the convenience of constructing a virtual global learning community.” (p.120)

“It is the flexibility of e-learning that makes it so usable and suitable for business and for the individual.” (p.120)

“Appropriate awareness of cultural differences and their effects on the individual user is vital to the success of e-learning systems.” (p.120)

“The assumption is that individuals who live in a culture other than their native culture for a period of time, especially during their formative years, may begin to adapt to their adopted country’s cultural perspective.” (p.129)

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APA Citation: Bermudez, A., & Hirumi, A. (2000). Examining the effectiveness of systematically-designed web-based instruction [Electronic version]. Interactive Learning Environments, 8(3), 279-290. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Purpose of the study: Examining the effectiveness of using a web-based distance learning program in delivering multicultural education.

Research Design: Qualitative and Quantitative research methods. Pretest/Posttests, Likert Scales.

Subjects: 46 participants. Two groups. Group 1 Individuals (17), Group 2 Collaboration (29)

Procedures/Instruments: Pretests, Posttests, data collection. Likert scales.

Results/Findings: Differences between individual and collaborative groups in terms of effectiveness in using distance web learning are inconclusive.

Conclusions/Implications: Further research needs to examine ways of web-based instruction that facilitates interactivity.

“the potential for user interactions (p. 283.).”

“download time of the audio and video segments may have contributed to users’ frustration.” (p.286)

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APA Citation: Cifuentes, L., & Murphy, K. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections [Electronic version]. Educational Technology Research and Development, 48(1), 69-83. Retrieved June 9, 2008, from ERIC database.

Purpose of the study: Explore how distance learning effects multicultural education and self-concept.

Research Design: Qualitative methods, a case study

Subjects:

2 Teachers and their students, 3 teacher observers

Procedures/Instruments: Collection of students’ portfolios, written reflections of teachers, students, and faculty. Interviews.

Results/Findings: Cultural understanding increased. Students with discipline problems improved. Self-concept and understanding improved.

Conclusions/Implications: Teacher and student relationships became more profound and positive. Multicultural awareness and understanding improved greatly. Students’ concepts of themselves also increased. Using distance learning allowed the previous results to occur.

“participating teachers developed empowering multicultural relationships while their students developed multicultural understanding and positive self-concept. (p.1)”

“public education has to enable learners to entertain diverse points of view and to enrich their experience well beyond familial upbringing (p 2).”

“in interest of democracy, schools must be places that cultivate caring, tolerance, and respect for self and others. (p.2).”

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APA Citation: Kellner, D. (2001). New technologies/new literacies: reconstructing education for the new millennium [Electronic version]. International Journal of Technology and Design Education, 11(1), 67-81. Retrieved June 9, 2008, from Education Research Complete database.

Purpose of the study: Multiple literacies are needed for our multicultural society.

Research Design: Review of previous studies and articles findings and conclusions.

Subjects: Subjects in previous studies. The research of other documents.

Procedures/Instruments: Identifying themes and concepts that support claims for new literacies and educational strategies.

Results/Findings: Technology is forcing educational institutions and professionals to rethink literacy skills. It is important to provide students with educational opportunities that incorporate technology.

Conclusions/Implications: Education cannot be resistant to technology. It is necessary and vital to increase technology acceptance in all facets of the educational institution running from administrative and teachers. Technology can provide students with a better chance in future endeavors and hopefully make the world a better place.

“emigration patterns have brought an explosion of new peoples into the U.S. in recent decades and the country is now more racially and ethnically diverse, more multicultural, than ever before.” p.67

“Theorizing a democratic and multicultural reconstruction of education thus forces us to confront the digital divide, that there are divisions between information and technology have and have nots, just as there are class, gender, and race divisions in every sphere of the existing constellations of society and culture.” p.69

“Media literacy is arguably more important than ever.” p.69

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APA Citation: Kong, S. (2007). A curriculum framework for implementing information technology in school education foster information literacy [Electronic version]. Computers & Education, 51(1), 129-141. Retrieved June 9, 2008, doi:10.1016/j.compedu.2007.04.005

Purpose of the study: Literature review of current curricular practices in terms of information literacy in Hong Kong and how it has evolved from computer studies.

Research Design: Discussion of previous research in how schools use technology to foster information literacy.

Subjects: The schools of Hong Kong and the curriculum devoted to information literacy.

Procedures/Instruments: Review of the literature and statistics to support findings.

Results/Findings: The researcher indicates that the curricular goals have changed with the times in terms of accepting new educational strategies and implementing new technologies.

Conclusions/Implications: The researcher confirmed that Hong Kong schools have had a transition in thought towards how students will be taught in terms of technology literacy. The focus has shifted from computer studies to the development of knowledge and attitudes towards information processing.

“the role of the IT curriculum was to provide students with the opportunity to learn the operation of IT tools. Now, its role is to equip students with information literacy (IL) competence, which encompasses the necessary knowledge about information processing and learning ability, and proper attitudes towards information processing with the use of IT.” p.139

“reduce the digital divide between students” p.139

“schools should act as agents to bridge the digital divide to help the needy students.” p.139

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APA Citation: Kumar, K., & Bhattacharya, M. (2007). Designing for learning effectiveness across borders in a multicultural context [Electronic version]. Journal of Interactive Learning Research, 18(1), 111-121. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Purpose of the study: Identify cultural parameters that interfere with teaching.

Research Design: Review of previous findings in other research.

Subjects: Review of findings of previous research studies and the participants involved.

Video conferencing participants from Botswana and Estonia.

Procedures/Instruments: Use of diagrams to illustrate variables and common themes discovered through research. Video conferencing methods.

Results/Findings: Significant evidence indicates culture affects educational endeavors.

Conclusions/Implications: Planning, preparation, and teaching of courses must take into account backgrounds of the participants. Educators must be culturally aware in order to provide a quality educational experience in terms of distant learning.

“instructors will have to be open-minded and be careful about the sensitive cultural issues associated with different cultures (p.120).” “Designing for effective learning across national borders, requires prior knowledge of all of the above factors to select appropriate teaching-learning activities.” p.111

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APA Citation: Moghadam, A., & Assar, P. (2008). The relationship between national culture and e-adoption: a case study of Iran [Electronic version]. American Journal of Applied Sciences, 5(4), 369-377. Retrieved June 9, 2008, from Computers & Applied Sciences Complete database.

Purpose of the study: The investigation of possible and potential impacts of national culture on the implementation of information technologies in Iran.

Research Design: Hofstede’s Values Survey Model 1994 (Descriptive Research – Quantitative)

Subjects: 50 participants Graduate and Undergraduate students compose of the first sample group while the second group is comprised of similar aged individuals in the private business sector.

Procedures/Instruments

The surveys will be distributed over a three month period. Questions focus on five cultural dimensions Power Distance Index, Uncertainty Avoidance Index, Individualism Index, Masculinity-Femininity, and Long Term Orientation. Results will be compared to country in the Mid-East region. The results of the survey will also be compared to Hofstede’s 1973 findings.

Results/Findings

The findings of the study indicated that national culture is a limiting factor in the implementation and adoption of information technologies in Iran.

Conclusions/Implications: Iran should consider the following in implementing IT successfully:

• Precise guidance for students in e-learning •

isions

By considering the core of culture, you can find how people think, and what their shared values

Emphasis on the teacher’s role in e-learning • Participate subordinates for ICT adoption dec

“are.” (Moghadam, A.H., & Assar, P, 2008, p.369)

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APA Citation: O'Neill, E. (2007). Implementing international virtual elementary classroom activities for public school students in the U.S. and Korea [Electronic version]. Electronic Journal of e-Learning, 5(3), 207-218. Retrieved June 13, 2008, from Education Research Complete database.

Pur s into can provide culturally meaningful interactions and investigate strategies

pose of the study: The study focuses on the implementation of content management system elementary schools

to integrating e-learning into the public educational curriculum.

Research Design: Qualitative research through observations, interviews, and journals.

Subjects: 45 participants

12 American 5 graders


Students were observed in s

)

Results/Findings

Virtual Classroom helps to become

th

and 33 Korean 6th graders.

virtual classroom activitiethrough field notes and video recording. Interviews were conducted via in person (USAand instant messaging Korean students.

motivate students more culturally aware, promotes understanding of cultural differences.

Conclusions/Implications: The learning management sy a great tool in developing cultural understanding and

other environments. Some issues were technical

to real world problem solving are more likely to become leaders.” (p. 207.)

ed petence and, second, that experiencing different cultures through direct

stems are awareness. This format could be duplicated in training and guides for teachers.

“In today’s global society, individuals with an understanding of different cultures that have the ability to apply this understanding

“First, that public schools need to prepare students to become capable global citizens equippwith intercultural cominteraction with people in other countries can help prepare students to become competent global citizens.” (p. 207.)

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APA Citation: Oubenaïssa-Giardina, L., & Bhattacharya, M. (2007). Managing technological constraints and educational aspiration in a multicultural e-learning environment design [Electronic version]. Journal of Interactive Learning Research, 18(1), 135-144. Retrieved June 13, 2008, from Computers & Applied Sciences Complete database.

Purpose of the study: How cultural characteristics interfere with the learning process.

Research Design: Review and analysis of research regarding the influence of culture on the learning process. Ethnographic Approach.

Subjects: Previous research documents.

Procedures/Instruments: Results/Findings: To obser

Use of a conceptual model to d

nd

ve research participants in an e-

comprehend, visualize, antranslate information based on the following attributes: cultural apersonal characteristics, higher-order learning activities, and interface.

learning environment.

Conclusions/Implications: The researchers hope to provide educators with appropriate tools, educational strategies, and technologies to design e-learning environments.

es for interactions through online “Information and Communication Technology (ICT) allows us to create technology-mediated learning environment which provides opportunitienvironments.” (Oubenaïssa-Giardina, L., & Bhattacharya, M., 2007, p. 135)

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APA Citation: Ruthven, K., Hennessy, S., & Deaney, R. (2005) Incorporating internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers [Electronic version]. Computers & Education, 44(1), 1-34. Retrieved June 13, 2008, doi:10.1016/j.compedu.2003.11.001

Purpose of the studas an instructional

y: To examine pedagogical perspectives and strategies in using the Internet tool for Science, Social Studies lessons in a High School Setting.

Research Design: Case study of small school based projects.

Subjects:

Teachers at small schools us backgrounds


Observations of teachers hen

Results/Findings:

Issues with technology hnology

g

with varioin technology. Students are also considered participants.

conducting lesson plans wusing the Internet as an instructional tool. Discussion groups were held between participating teachers.

problems. The tecwas often inconsistent and alternative instructional measures need to be implemented. When runnincorrectly, web resources provided in depth information to strengthen connections from standard teaching practices.

Conclusions/Implications: Internet resources can help bring up issues of relevancy as opposed to textbooks. In other words, textbooks can often be inadequate as tim es and views

fall back on (p.32).”

“disadvantaged pupils at a stage when they have come to see little prospects of success in their

e progresschange. The instructional use of the Internet provides opportunities to surpass textbook shortcomings.

“malfunctioning of computer facilities” p.32

“alternative resources to

“students found Web technologies easy to use” p.3

school career.” p.28

“supplementing textbooks with internet resources.” p.29

24


APA Citation: Sleeter, C., & Tettega, S. (2002). Technology as a tool in multicultural teaching [Electronic version]. Multicultural Education, 10(2), 1-9. Retrieved June 9, 2008, from ERIC database.

Purpose of the stumulticultural edu

dy: Focus on how technology can be a tool in presenting topics in cation.

Research Design: Literature review of previous research that pertains to technology aeducational tool in a multicu

s an ltural learning context.

Subjects: The participants were

Procedures/Instruments: Reviewing the inform

Results/Findings:

subjects in previous research and ranged fromelementary and college backgrounds.

ation from

Necessary to include ents

r future previous findings, especially in areas of multimedia technologiesin classroom settings and multicultural education in general

technology because studneed technical skills fovocations. Training of educators in using technology is necessary.

Conclusions/Implications: Technology has great educational potential, especially in a multic . Technology

d supplements traditional educational methods. However, nto consideration when using technology as an educational tool.

ulticultural education in a number of ways.” p.3

d cultural

ultural settingenhances face to face instruction ansome issues must be taken iTechnology opportunities are limited to certain schools for various reasons. Teachers need to make commitment to in facilitating technology into their classrooms. Teachers need to be properly trained.

“multicultural knowledge to apply those skills in their work environment.” p.3

“technology connects with m

“technology and multicultural education can be important in engaging students arounartifacts.” p.3

“technology may be perceived as a threat to the established order.” p.7

25


APA Citation: Swan, K., & Hicks, D. (2007). Through the democratic lens: the role of purpose in leveraging technology to support historical inquiry in the social studies classroom [Electronic version]. International Journal of Social Studies Education, 21(2), 142-168. Retrieved June 13, 2008, from ERIC database.

Purtech e purpose of promoting historical inquiry in students.

pose of the study: Investigating how teachers of various educational tenures incorporate nology into the classroom for th

Research Design: Examination of data from observations by using a conceptual framework.

Subjects: 3 participants.

Larry, 20 year teacher with

with erience with

ith nce in


Researchers observed the three tances

Results/Findings

All participants used primary ss. They all no formal technology

training.

Jason, 12 year teacher some exptechnology.

Jamie, 2 year teacher wsome experietechnology.

participants by noting insof primary source usage, tech. usage, and integration of technology.

source work in clavaried in terms of acquisition of documents. Views regarding technology varied greatly.

Conclusions/Implica Technology

tions: has great potential in expanding primary source usage in the classroom. It is

ore closely to historical thinking. It is also necessary ation.

the potential to facilitate the achers, guided by their own practical and

ced h they acquired sources and their enthusiasm for the online databases which

needed that goals of teachers should align mto use technology to enhance the educational experience and not trivialize historical inform

“tool for acquiring digital primary sources (p.149).” “As a result, while it is possible to argue that technology clearly has teaching of historical inquiry, the reality is that it is tedeliberative understanding of the relationship between mean and ends, who must be ready, willing, and able to purposefully leverage the technology to conduct historical inquiry in the classroom.” p.145

“Internet access accounts for a proportion of all the participants' primary source use as evidenby the ways in whichouse the sources.” P. 153”

26


APA Citation: Thurston, A. (2004). Promoting multicultural education in the primary classroom: broadband videoconferencing facilities and digital video [Electronic version]. Computers & Education, 43(1/2), 165-177. Retrieved June 9, 2008, doi:10.1016/j.compedu.2003.12.011

Purpose of the study: Explore the impact of interaction on multicultural awareness.

Research Design: Interviews, observations, questionnaires, video conferencing.

Subjects: 66 participants.


d on

Results/Findings: Changes in des were Participants were from Observations, Digital student’s attitu

schools in Central Scotland and Missouri and ranged inage from 11-12 years old.

photographs, interviews to collect data. Information centere

observed throughout the study period. Especially in how students viewed their own ethnicity.

Conclusions/Implications: The responses students gave changed over time and is related to the intervention. The

interact and experience firsthand people of a tc.

at listed learning about new cultures and religions.” p.173

al .” p.175

integration of technology allowed students to different county, ethnicity e

“student’s ability to express their idea of their own ethnicity changed over the study period (p.173).”

“students gave for promoting a multicultural society were more likely to be characterized byphrases th

“interracial and interethnic contact” it “can reduce prejudice and foster positive relationships (p.166).”

“the first hand exposure of students to people from ethnic backgrounds represented in their loccommunity

27


APA Citation: Xing, M., & Spencer, K. (2008). Reducing cultural barriers via internet sources [Electronic version]. Innovations in Education and Teaching International, 45(2), 169-181. Retrieved June 13, 2008, doi:10.1080/14703290801950377

Purcult .

pose of the study: The use of e-learning in the acquisition of language skills and limiting ural barriers for Chinese students studying abroad in the United Kingdom

Research Design: Experimental Research (Pretest-Posttest Control Group Design - Quantitative)

Subjects: 75 participants Procedures/Instruments: Results/Findings: The first sample was the

Students would write a first draft

ould

nces

The experimental group s of using

experimental group which consisted of 30 students with 24 males, 6 females. The control group consistedof 30 students also with 24males and 6 females. The remaining 15 were Chinese students that just arrived to the U.K. This group differs in terms of academic background. The groups of 30 have more educational experience.

of an essay. Then answer questions regarding topic sentences, main idea of essay, etc. From there students walter their essay based on the answers from the questions. Thesecond step would be an online wiki, where students would post for peer review. All comments will be taken in account to produce the final essay.

A pretest posttest will be conducted to view differebased on content that was asked to groups of newcomers and overseas students who had been in the UK for more than a year what difficulties they had met on arrival.

scored well in termmultimedia. The results ofthe study indicate that students who use multimedia technologies in solving problems.

Conclusions/Implications: Th ducational techniques are more effective than purely text-base ls.

ld place learners in authentic situations where

de of

e study indicates that multimodal ed materia

“The 1990s saw the advent of high-powered multimedia desktop computers providing access to integrative Web-based multimedia that coulearning simultaneously involves listening, seeing, reflecting, doing and participating.” ( p.170.)

“Multimedia integrate the educational process by transporting students from the linear molearning to the relational and the creative mode of inquiry.” ( p.170.)

28


APA Citation: Zhao, Y., Zhou, X., and Huang, L. (2008). Chinese students’ knowledge and thinking about America and China [Electronic version]. The Social Studies, 99(1), 13-22. Retrieved June 13, 2008, from Academic Search Complete database.

Purpose of the stu stand the perceptions of Chinese high school students on the United dy: UnderStates and China and where students learn the material.

Research Design: Descriptive Research and Narrative Research (Qualitative and Quantitative)

Subjects: 105 participants Procedures/Instruments: The Results/Findings:

The subjects in this study comprised of 105 students in their sophomore to senior year in a Chinese high school with an age range of 15-19. Geography and gender played a key role. Schowere from three areas Beijing in the North, Xi’an in central China, and Urumqi in the Northwest. The gender breakdown of participants as follows 54 male and 51 female.

ols

ly edias

ng

study used two methods to extract information from students. One is a multi question filled survey. The second, a narrative interviewwhich was recorded. Answers to both instruments were categorized by common theme.

Students are greatinfluenced by various min how they view the United States and China. However, the study reveals that Chinesestudents perceptions have changed over time and rely heavily on how the fluctuatidiplomatic relationship between China and the United States go.

Conclusions/Implications: The results of the study indicate that all educational methods

ss the world much more easily than ever before through television, radio, newsprint, computers, and especially the Internet.” (p.13)

eachers move students beyond judgment and toward understanding and that they help them consider other perspectives.” (p.14)

ntain is because you live in it (meaning

regarding culture should focus more on understanding of foreign cultures because the world is becoming increasingly interrelated and interdependent.

“This information age has made it possible for us to acce

“particularly history textbooks, typically deal with national and world history from a political and patriotic perspective, and American students are rarely exposed to different perspectives in the classroom.” (p.14)

“critical that American t

“The reason you do not know the truth about the Lu Mouit is hard for you to make the correct and objective judgment because you are part of it).” (p.16)

“that the American government would treat other countries as they would treat their own country, and that Americans would make efforts to understand people and cultures beyond the U.S. border.” (Zhao, Y., Zhou, X., and Huang, L. 2008, p.18)

29


Appendix B

COMMON THEME/FINDING: Promotion of Cultural Awareness

AUTHORS PURPOSE, PROCEDURES SUBJECTS INSTRUMENTS

RESULTS/FINDINGS CONCLUSIONS

Adeoye and Wentling between culture

.

of varying

riptive through questionnaires

aware of cultural differences. Variables such as gender,

Relationship

and e-learning

24 participants

nationalities.

Quantitative- Desc E-learning must be

extroverts, and introverts played a rolein satisfaction of e-learning.

Moghadam and Assar possible and

ants with different

Quantitative – Descriptive Research

ompared to set criteria of a cultural framework model.

National Culture is a limiting factor in e-learning acceptance and

norms with a group.

paramount.

Investigate

potential impacts of culture onlearning.

50 particip

ed. backgrounds

Surveys, cimplementation.

Culture is a set of

Understanding cultural differences is

O’Neill of learning

pants in 5 and 6th

Qualitative research through observations, interviews and

Virtual Environments help motivate students. Help aid in cultural

Implementation

management systems.

45 particith

grades in the USA and Korea.

journals. awareness.

Sleeter and Tettegah

of Previous

findings of

Qualitative research that focused on previous findings and results.

Provides opportunities to enhance multicultural learning through

Review

Research.

Participants and

previous work.

technology.

30


Thurston

Explore impact of interaction on multicultural awareness.

66 participants from middles schools in UK and USA.

Qualitative research through interviews, observations, and questionnaires.

Tech. provided an opportunity to exchange ideas and perceptions. Altered perceptions of cultural differences. Interaction between students of different ethnicities lessened prejudice attitudes. Self-identification changed on a cultural basis.

Zhao, Zhou, and Huang.

What are the perceptions of Chinese students regarding the USA and China?

105 participants in Chinese high schools.

Mixed – Surveys and Interviews that focused on culture and views.

Media influenced Chinese student’s perceptions greatly. Diplomatic relationships between countries influenced perceptions also.

COMMON THEME/FINDING: Increase in Student Collaboration

AUTHORS PURPOSE, SUBJECTS

PROCEDURES INSTRUMENTS


Kellner

Multiple literacies are needed for multicultural society.

Subjects in previous research articles.

Qualitative research from previous research findings that support claims of new strategies and literacies.

Technology is forcing the educational system to rethink its current educational strategy, including multiculturalism.

Including tech. helps better student’s prospects of a better future.

Emigration of new students is creating a more culturally diverse country.

31


Oubneaissa-Giardina and Bhattacharya

Cultural characteristics interfere with the learning process.

Previous research subjects and articles.

Mixed – Use of a conceptual model that contains variables regarding personal, cultural characteristics, learning activities.

Proposed research plan. An attempt to provide educators with tools and skills necessary to develop e-learning environments.

Technology is useful in creating learning environments.

Educational strategies are key to successful implementation of e-learning environments

Cifuentes and Murphy

How distance learning effects multicultural education and self-concept

2 teachers and their students. 3 teacher observers.

Qualitative research through student portfolios, reflections of teachers, students, and faculty. Interviews were also conducted.

Analyses of results collected.

Cultural understanding increased through collaborative e-learning system.

Self-concept of personal ethnicity increased.

Teacher relationships between students increased.

Bermudez and Hirumi

Effectiveness of web-based learning program in delivering multicultural education.

46 participants within two groups. Group 1 focused on individual work. Group 2, collaborative work.

Mixed research using Likert scales. Pretests and Posttests.

No conclusive evidence in differences in learning between individuals and members of groups in terms of multicultural education.

Technology has a potential for beneficial user interactions.

Interactions can provide students with time to share personal experiences, stories, and cultural differences.

Interaction through web-based e-learning allows participation across political boundaries.

32


O’Neill

Implementation of learning management systems.

45 participants in 5th and 6th grades in the USA and Korea.

Qualitative research through observations, interviews and journals.

Students who participated in program became more motivated because of computers allowing them to interact with individuals of different countries.

Students writing performance increased.

Collaboration was effective.

COMMON THEME/FINDING: Multimedia Technologies as an Educational Tool




Xing and Spencer

E-learning in language skills and limiting educational barriers.

75 participants from China. Different times in the U.K. Different Cultural Adjustment levels.

Quantitative experimental research with pretest and posttest control group design.

Use of an essay to determine writing ability and cultural nuisances.

Tests to view cultural differences between Chinese students and length of time in the UK.

Results of study indicate that multimedia technologies are useful in reducing cultural barriers, especially in exchange students.

Technology allows for creativity and self monitoring.

Adeoye and Wentling

Relationship between culture and e-learning.

24 participants of varying nationalities. 12 females and 12 males.

Quantitative- Descriptive through questionnaires

Technology allows ideas and concepts to be transmitted instantaneously across the globe.

Educational potential is almost limitless in that regard.

33


Swan and Hicks Investigating how teachers use technology as an educational resource.

Three teachers of varying educational experience and technical skills.

Qualitative research through classroom observations and integration of technology. How teachers got educational materials through the internet.

Primary source work was conducted in class. Variation in acquisition of educational materials from multimedia resources. Variation in how technologies are implemented into the class.

Technologies provide for more engaging and interesting educational resources.

COMMON THEME/FINDING: Issues




Sleeter and Tettegah

Review of Previous Research.

Participants and findings of previous work.

Qualitative research that focused on previous findings and results.

Technology can be viewed as a threat to the current establishment.

Teachers fear that technology might replace them.

Ruthven, Hennessy, Deaney.

Examine pedagogical perspectives and strategies in using the Internet as an instructional tool.

Case study of teachers at small schools with small tech. projects.

Qualitative case study with observations of teachers conducting lesson plans. Usage of the Internet as an instructional aide. Discussion groups held between participating teachers.

Technology performance and reliability issues.

Resources, when properly running, allow for positive learning scenarios.

Teachers need to develop back up plans.

Technical skills and training are required.

34


35

Adeoye and Wentling

Relationship between culture and e-learning.

24 participants of varying nationalities. 12 females and 12 males.

Quantitative- Descriptive through questionnaires

Cultural Differences can affect learning outcome.

Participants might be adversely affected if differences aren’t carefully observed.

Kumar and Bhattacharya

Identify cultural parameters that interfere with teaching.

Video conferencing from students in Botswana and Estonia.

Review of previous research.

Review of previous research and findings.

Use of variable to display analysis and data.

Video conferencing between students and observing.

Culture affects educational endeavors.

Educators need to be open-minded and careful of culturally sensitive topics.

Kong Review current curricular objectives of Hong Kong schools in regards to technology integration.

Schools of Hong Kong.

Review of findings and literature. Potential issues of haves and have nots could affect technology acceptance.

Necessary to overcome issues regarding digital divide.

Curricular goals have changed and adapted to current technology strategies.

culture and e-learning the effects of multimedia on multicultural education

Documents

students cultural awareness

effects of multimedia

educational tool

educational institutions

educational curriculums

students of high income

cultural differences

free world