You are previewing Multiculturalism in Technology-Based Education.
O'Reilly logo
Multiculturalism in Technology-Based Education

Book Description

Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the multidisciplinary approaches to transculturality and multiculturalism and its influence on technology-based education. This comprehensive reference source is a collection of education cases which investigate transcultural education using theoretical aspects and practical applications inside a technological framework. This book aims to be a reference for university professors, students, and researchers alike.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. LIST OF REVIEWERS
  5. Preface
    1. ORGANIZATION OF THE BOOK
  6. Acknowledgment
  7. Section 1: The MIH Project and Outcomes
    1. Chapter 1: Multicultural Approach to Learning History and Geography at School in Europe
      1. ABSTRACT
      2. INTRODUCTION
      3. MIH PROJECT OVERVIEW
      4. MIH PROJECT OUTCOMES
      5. MIH: PLANS FOR THE FUTURE
      6. CONCLUSION
    2. Chapter 2: About the Use of the DMs in CLIL Classes
      1. ABSTRACT
      2. INTRODUCTION
      3. STATE OF THE ART OF THE CLIL IN EUROPE (2005-2010)
      4. CLIL IN MIH PARTNER COUNTRIES
      5. CLIL PROS AND CONS
    3. Chapter 3: Learning Object Model and Framework Design for the Digital Modules Production
      1. ABSTRACT
      2. INTRODUCTION
      3. LEARNING OBJECT MODEL
      4. DIGITAL MODULE FRAMEWORK
      5. DIGITAL MODULE PRODUCTION
      6. TUTORIALS
      7. MULTICULTURAL PERSPECTIVE OF DIGITAL MODULES
      8. CONCLUSION
  8. Section 2: Multiculturality and Interculturality
    1. Chapter 4: The Role of ICTs in Rural Schools of Patagonia
      1. ABSTRACT
      2. INTRODUCTION
      3. IDENTIFICATION OF THE PROBLEM
      4. ICTS IN THE ARGENTINEAN EDUCATION SYSTEM
      5. ICTS IN RURAL SCHOOLS SETTLED IN ABORIGINAL COMMUNITIES
      6. THE NEUQUEN PROVINCE: EDUCATION AND SOCIOECONOMIC PROCESSES
      7. RESEARCH METHODOLOGY
      8. RESULTS ON THE CHARACTERISTICS AND OPINIONS OF THE STUDENTS
      9. RESULTS ON THE OPINION OF TEACHERS AND SPECIALISTS
      10. DISCUSSION
      11. CONCLUSION
    2. Chapter 5: Intercultural Education with Indigenous Peoples and the Potential of Digital Technologies to make it Happen
      1. ABSTRACT
      2. INTRODUCTION
      3. IMPORTANCE OF PRESERVING INDIGENOUS CULTURES
      4. EDUCATION WITH INDIGENOUS PEOPLES
      5. PROYECTO REIVINDÍGENA: PROPOSAL OF MODEL FOR CULTURE REVITALIZATION
      6. THE WEB 2.0 AND POSSIBILITIES FOR SOCIAL CHANGE
      7. THE FIVE TASKS OF PROYECTO REIVINDÍGENA
      8. CONCLUSION
    3. Chapter 6: Gender Violence Experiences of Urban Adult Indigenous Women
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EMPIRICAL STUDY
      5. RESULTS
      6. FUTURE TRENDS
      7. CONCLUSION
    4. Chapter 7: Promoting Multiculturalism in Technology Based-Education
      1. ABSTRACT
      2. INTRODUCTION
      3. COMPATIBILITY BETWEEN EDUCATOR AND LEARNER
      4. THE DEVELOPMENT OF THE ESG FRAMEWORK FOR THE E-EDUCATION OF EDUCATORS OF SPECIAL GROUPS
      5. TESTING THE ESG FRAMEWORK: A PILOT E-LEARNING COURSE FOR EDUCATORS OF ROMA IN GREECE
      6. ASSESSMENT OF THE PILOT APPLICATION OF THE ESG FRAMEWORK
      7. CONCLUSION
    5. Chapter 8: Closing and Opening of Cultures
      1. ABSTRACT
      2. INTRODUCTION
      3. THE OBJECTIVE CONCEPT OF “CULTURE”
      4. FACTS AND THEIR CATEGORIES
      5. THE OBJECTIVITY OF CULTURE IN THE CATALOGUE OF ACTIONS
      6. THE FACTS IN CULTURE FROM AN IDEALIST PERSPECTIVE
      7. THE FACTS OF CULTURE FROM THE PERSPECTIVE OF THE REAL SUBJECT
      8. DOMINANT STUDY INTERESTS AWAKEN BY CULTURAL FACTS
      9. CATEGORIES OF CULTURAL FACTS FROM THE PERSPECTIVE OF EDUCATIONAL ANTHROPOLOGY
      10. DIFFERENTIATION BETWEEN THE DOMINION OF REALITY AND THE DOMINION OF THE “NARRATION OF FACTS”
      11. CONCLUSION
  9. Section 3: Cases and Experiences in Multiculturalism, Interculturality, and Transculturality
    1. Chapter 9: Understanding Culture and its Implications for E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. CROSS-CULTURAL DIMENSIONS AND CLASSIFICATIONS
      4. HIGHER EDUCATION VARIABLES: THE IMPACT OF CROSS-CULTURAL SETTINGS ON E-LEARNING
      5. CONCLUSION AND FUTURE RESEARCH
    2. Chapter 10: E-Mentoring in Global Software Development Teams
      1. ABSTRACT
      2. INTRODUCTION
      3. GLOBAL SOFTWARE DEVELOPMENT
      4. E-MENTORING
      5. SUCCESS FACTORS IN THE USE OF E-MENTORING TO DEVELOP A COMMON CULTURE AMONG GSD TEAMS
      6. CONCLUSION AND FUTURE RESEARCH TRENDS
    3. Chapter 11: Teamwork and Project Experiences in Multicultural Environments for Computing Students
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MULTICULTURAL EUROPEAN INTENSIVE PROGRAMS
      5. EXPERIENCES IN MULTICULTURAL TEAMWORK DURING MULTINATIONAL INTENSIVE PROGRAMS
      6. RESULTS AND BENEFITS OF TEAM WORKING EXPERIENCE
      7. CONCLUSION AND FUTURE TRENDS
    4. Chapter 12: Online Networking
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. EXISTING INTERNATIONAL STUDENTS WITHIN THE SCHOOL
      5. COMMENCING INTERNATIONAL STUDENTS
      6. THE EXPERIENCE IN FACEBOOK
      7. DISCUSSION
      8. CONCLUSION
    5. Chapter 13: Technology-Based Values Teaching in Secondary Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EMPIRICAL STUDY
      5. CONCLUSION AND FUTURE TRENDS
    6. Chapter 14: An Enquiry into the use of Technology and Student Voice in Citizenship Education in the K-12 Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PEDAGOGICAL APPROACHES TO CITIZENSHIP EDUCATION
      5. TECHNOLOGY USE IN THE CITIZENSHIP EDUCATION CLASSROOM
      6. STUDENT VOICE AND CITIZENSHIP EDUCATION
      7. USING TECHNOLOGY IN THE CITIZENSHIP EDUCATION CLASSROOM: A CASE STUDY
      8. STUDENT PERSPECTIVES
      9. OBSTACLES TO TECHNOLOGY USE IN THE CITIZENSHIP EDUCATION CLASSROOM
      10. CONCLUSION AND FURTHER AREAS OF RESEARCH
  10. Compilation of References
  11. About the Contributors