We can begin by understanding that our students are all different and meet them where they are at in the learning process. By bringing technology access to our classrooms, we can create personalized learning experiences in which students guide and sometimes even control their own learning (Richardson, 2012). In this type of situation, students work at their own pace and master the content in their own way, rather than having someone control their learning for them. This learning environment actually cultivates a feeling of safety for students since they realize that the teacher cares for them and their needs as an individual, which is important for learning and brain development (Smith and Throne, 2009). With technology, we are also able to provide tools to assist students who are different due to various disabilities and allow everyone the opportunity to achieve their learning goals (Edyburn, 2006). So we begin by setting an example – that we understand diversity within our own classrooms and respect each student’s needs and desires.
We can further promote cultural awareness and respect by connecting our students with other people in the community, around the country, and around the world. Harnessing the power of the internet and technology in the classroom is at its finest when teachers use tools like Skype to connect students to other students and to professionals who can promote their learning. This exposes students to different people directly and creates an authentic environment in which they can learn this vital skill. In addition to using tools like Skype, blogging is an exceptional tool in which students can express their own thoughts to share with others and analyze other’s viewpoints as well. Blogging is an easy way to connect with others and can be done on a small scale, with classmates and parents. Classmates can provide feedback on a blog or share their own thoughts on what was written. They can also teach one another within the blogs. Parents can also be provided access to a students’ blog and can be a part of the learning. Students, though they may not act as such, are eager for approval and allowing parents to have access can expand the learning that happens through blogging (Smith and Throne, 2009). It can be extended into the students’ community or even further when the blog is made public and shared with people across the globe. Students in other parts of the world can comment in the same way that classmates do. If the blog is public, there is also a possibility that students from different parts of the world may have personal feedback that others would not. For example, a student may do a current event blog on the Pistorius trial coverage. A student from South Africa may be able to provide a first-hand account of how the public is reacting to the trial. Another example of how this could work is having students blog about the characteristics of various biomes around the world (which my students are about to do). A student living in one of these places could comment and provide feedback about what it’s like to live in that biome. An environmentalist could spark a discussion about a particular environmental issue in the biome. This tool fosters the idea that the classroom extends beyond the physical walls; that learning can happen within the classroom but can connect people from everywhere, regardless of their differences.
Edyburn, D. (2006). Failure is not an option. Learning & Leading with Technology. Retrieved from https://kennesaw.view.usg.edu/d2l/le/content/456068/fullscreen/10046450/View
Smith, G. and Throne, S. (2009). Differentiated instruction and middle school learners. Differentiating Instruction with Technology in Middle School Classrooms. ISTE. Retrieved from https://kennesaw.view.usg.edu/d2l/le/content/456068/fullscreen/10046451/View
Richardson, W. (2012). Preparing students to learn without us. Educational Leadership. Retrieved from https://kennesaw.view.usg.edu/d2l/le/content/456068/fullscreen/10046452/View