You are here:

Computer use levers power sharing: multicultural students' styles of participation and knowledge
ARTICLE

Computers & Education Volume 31, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

In the study presented here drawing on staff development experiences in four elementary classrooms, research is presented, describing evolving ways teachers came to learn how to build on the knowledge students brought to school with a focus on cultural understandings and practice. This focus on cultural ways of knowing distinguishes this discussion from those which focus on individual learning styles. In the first section, I discuss the past literature about how friction that exists between cultural participation styles for several different cultural populations and what is traditional in classrooms. After a discussion of methods of the research and the settings from which the research was drawn, the findings of the research are presented with discussion and illustration of how four elementary school teachers came to use technology in a way sensitive to cultural differences of the students. Perhaps the most significant finding is that as teachers started using three to five computers in their classrooms, they shifted from large group to small group instruction.

Citation

DeVoogd, G.L. (1998). Computer use levers power sharing: multicultural students' styles of participation and knowledge. Computers & Education, 31(4), 351-364. Elsevier Ltd. Retrieved April 24, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(98)00020-7

Keywords

Also Read

Related Collections