Running head: USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT 1

Increasing Student Achievement: How Technology Supports Multicultural Education

ReTina D. Gray
Kennesaw State University

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

Keywords: at risk, Cultural awareness, cultural identity, differentiated instruction, individual

teacher researcher, multicultural pedagogy, multicultural education

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

Increasing Student Achievement: How Technology Supports Multicultural Education

Due to the increase in immigration, the traditional classroom and the workforce have
changed (Gay, 2006). Therefore, it is imperative that educators seek strategies that change the
traditional classroom into a multicultural classroom (Quappe and Cantatore , 2007; Reiter &
Davis, 2011). According to Krutky, (2008) the educational system must prepare students for this
increase in diversity by aiding them in forming relationships and collaborating with other
cultures. In a diverse classroom, educators must also acknowledge cultural differences and
implement strategies that aid minority students in achieving the same academic success as white
students (Brown-Jeffy and Cooper, 2011).
According to Hollenbeck & Hollenbeck (2009), technology enhances learning by
bridging the gap between cultures and breaking language barriers. Technology also enhances
student achievement by providing students with multiple opportunities to utilizing critical and
creative thinking skills (Darling-Hammond, Zielezinski, & Goldman, 2014). It is essential for
21st century learners to foster critical thinking and creative thinking skills because it prepares
them for workforce (Partnership for 21st Century Skills, n.d). Therefore, it is imperative that
educators recognize the role technology plays in fostering multicultural education (McShay,
2005). This action research study seeks to explore technology, as an effective strategy in aiding
minority students in increasing student achievement and cultural awareness
Purpose Statement
Minority students are labeled at-risk due to personal factors that affect their academic
achievement and self-esteem (Ikegulu, 2009; Darling-Hammond, Zielezinski, & Goldman,
2014). To improve academic success and self-esteem in minority students, educators must
recognize the important role culture plays in the classroom and seek strategies to aid them in

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

implementing multicultural education (King, Artiles, & Kozleski, 2009). Research shows that
technology enhances learning by closing the cultural and language gap and encourages students
to move beyond traditional learning by fostering higher order thinking skills (Gorski, 2004;
Hollenbeck and Hollenbeck, 2009). The purpose of this action research study is to identify how
technology aids minority students in fostering higher order thinking skills and cultural
awareness.
Theoretical Framework
Differentiation instruction is an educational approach that modifies the curriculum in
order to support students needs (Smith & Throne, 2009). According to Brown-Jeffy & Cooper
(2011), differential instruction enhances student learning because it requires educators to
acknowledge students differences while establishing high expectations. In an environment
where high expectations are expected, students take responsibility for their learning thus shifting
the focus from being teacher-centered to student-centered. An educator that differentiates
instruction recognizes the effectiveness of multicultural education and seeks to use technology as
an effective tool in implementing diversity within the curriculum (Breithorde & Swiniarski,
1999; Cho and DeCastro-Ambrosetti, 2005; Oran, 2009).
Research Questions
1. How can implementing technology promote tolerance and respect for diverse cultures?
2.

How can implementing technology aid students in cultivating cultural identity?

3. How can technology bridge the gap between diverse cultures?

Significance of Study
According to Gay (2006), the increase in cultural diversity in the United States has
trickled into the classroom and it shows no signs of slowing down. This is a great cause for

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

concern, because minority students are often at an economic disadvantage and are considered
at-risk due to social, cultural, and economic factors (Cooper, 1998; Osborne & Walker, 2006).
These factors affect their academic achievements and self-esteem (Mac Naughton, 2006). When
educators implement multicultural education, racial injustices are eliminated and student
achievement and self-esteem increases, resulting in all students reaching their full potential
(Ford, 2013; Cifuentes, Murphy, & Davis, 2006). Also, when technology is integrated, student
achievement improves because it fosters engaged learning (Gorski, 2004; Hollenbeck &
Hollenbeck, 2009).
Independently, multicultural education and technology increases student achievement, yet
educators rarely combine both strategies (Damarin, 1998; McShay, 2005; Stevens and Brown
2011). The lack of research and the ever-changing trend in both practices are a contributing
factor in educators inability to implement both strategies simultaneously (Damarin, 1998;
McShay, 2005; Stevens and Brown 2011). This study aims to identify how multicultural
pedagogy and technology can be combined strategies used to foster cultural identity and cultural
awareness in a diverse classroom.
Definitions of Terms
At-risk describes student populations that are at a higher risk of failure and/or dropping
out of school due to social, cultural, and economic factors (Hidden curriculum, 2014). Due to
the increase of students being labeled at-risk, the educational system has called for
reformations to insure that all students have the same opportunity (Cooper, 1998). Cultural
awareness is the ability to communicate and interact appropriately with people from other
cultures while being aware of our own cultural identity (Quappe & Cantatore, 2007). Cultural
identity is defined as an individuals awareness and acceptance of ones own culture (DeGennaro

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

and Brown, 2008). Differentiated instruction is a teaching practice that uses a variety of
strategies to accommodate students diverse learning needs (Hidden curriculum, 2014).
An Individual Teacher Researcher is a researcher that defines a problem in a single
classroom and seeks strategies to solve the problem. Multicultural pedagogy also known as
multicultural education or culturally responsive teaching is defined as an ongoing process that
incorporates the students values, beliefs, and culture into the curriculum as a strategy to increase
the academic achievements of the historically disadvantaged (Hidden curriculum, 2014; King et
al., 2009). The goal of multicultural education and culturally diverse pedagogy is to effectively
train educators to identify factors that prevent student success and find strategies to remove those
factors (Oran, 2009; Hidden curriculum, 2014
Limitations & Delimitations
The participants in this study are enrolled in my Fundamentals of Drama I Course
therefore the study is limited due to the honesty of the students participating. My role as the
instructor in this course and my role as the interviewer, presents a potential limitation in this
study. The study is delimited to a sample of high school students in an urban high school in
Cobb County.
Literature Review
The increase in immigration has changed the traditional classroom in a way that reflects a
diverse learning environment that is rich with different values, beliefs, and cultures (Gay 2006).
In this diverse learning environment, many minority students are labeled at-risk due to the
various social, cultural, and economic factors, that affect their academic achievements
(Charmaraman & Hall, 2011; Osborne & Walker, 2006). However, these factors are not the only
factors that are preventing students from academic success. The lack of multicultural education,

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

fear, stereotyping, and the bias treatment of minority students also leads to poor student
achievement (Ford and Quinn, 2010; Ikegulu, 2009; Wayman, 2002). As immigration rises in
the United States, minority students will continue to be undeserved, unless educators take it upon
themselves become culturally aware and implement multicultural pedagogy. (Rychly & Graves,
2012).
At-risk students lack many of the skills they need to become successful and productive
citizens (Charmaraman & Hall, 2011). According to the Partnership for 21st Century Skills
(2006), young people entering the workforce lack the basic skills essential for successful job
performance, thus showing that those who are in poverty and at risk will most likely continue
the poverty cycle. In order to break the poverty cycle, educators must prepare students to
become global citizens by integrate essential skills through the implementation of multicultural
education and technology.
According to Quappe and Cantatore (2007), the number of minorities in the workforce
has doubled to 16% since the 1950s and is expected to surpass 30% by 2020. In a diverse
workforce, students must have cultural awareness in order to effectively communicate and
collaborate with other people of cultures. Through cultural awareness, students understand
cultural differences between themselves and others and understand their own perceptions
regarding other cultures (Carter, Bishop, & Kravits, 2013; DeGennaro and Brown, 2008; Quappe
and Cantatore, 2007).
Integrating technology activities that use collaboration, prepares students for a diverse
workforce because it allows students to view issues from multiple viewpoints (Partnership for
21st Century Skills, n.d). Using technology in the classroom can also prepare students for a
global society and the workforce by engaging them in using the 4cs which include critical

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

thinking, communication, creativity, and collaboration (Partnership for 21st Century Skills,
2010).
Education Reform
Due to the social, cultural, and economic factors that affect student achievement, teacher
preparation programs and professional development organizations have begun reforming
educational practices (Cooper, 1998; King et al., 2009; Ikegulu, 2009; Oran, 2009). These
reformations include educating teachers on how to effectively implement multicultural pedagogy
and technology
Culturally responsive teaching also known as multicultural pedagogy requires educators
to engage in self-reflection and professional development to improve teaching practices and
increase student achievement (King, et al., 2009). It also requires an educational approach that
strives to remove factors that prevent student success (Hidden curriculum, 2014). Research
shows that when implementing multicultural pedagogy and technology together student
achievement increases. (King et al., 2009; Melnick & Zeichner, 1995).
Benefits of Multicultural Pedagogy
Before examining the impact of multicultural pedagogy and technology collectively, this
literature review will examine the impact of multicultural education as a standalone strategy.
Multicultural education can be defined as an ongoing approach in teaching that incorporates the
students values, beliefs, and culture into the curriculum (King et al., 2009). The goal of
multicultural education is to train educators to use self-reflection, remove negative perceptions
regarding race, and implement culturally diverse pedagogy in order to increase the academic
success of minority students (Oran, 2009; Hidden curriculum, 2014). It is important to note that
regardless of racial background, all students can benefit from multicultural education (Ford,

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

2013). However, students who are labeled at-risk, minority, or English language learners
benefit from multicultural education the most (Ikegulu, 2009).
Bias towards minority students
Implementation of multicultural education falls short due to ineffective training, negative
ideologies, and resistance among educators, (Gorski et al., 2012). Although it is important for
teacher education programs to value multiculturalism, research shows that it has little effect on
white educator's attitudes (Melnick and Zeicher , 1998; Reiter & Davis, 2011; Vescio, Bondy, &
Poekert ,2009). Unfortunately, the negative perceptions and attitudes educators have regarding
minority students play an important role in how these educators educate minority students (Ford
and Quinn, 2010; Ikegulu, 2009; Wayman, 2002). For example, many white teachers view
African-American males as violent students who need proper education, reformation and
discipline (DeGennaro and Brown, 2008; Ford and Quinn, 2010).
This fear not only affects how educators educate students but it also effects student
achievement and how students perceive themselves (Ford and Quinn, 2010; Ikegulu, 2009;
Wayman, 2002). Educators who are bias and fear minority students often believe that the
students failure in academic achievement is based solely on the childs cultural background not
the educators negative perceptions (Wayman, 2002). Also, how minority students view
themselves plays an important role in student performance (Ford and Quinn, 2010; Ikegulu,
2009; Wayman, 2002). At an early age, African- American students recognize and internalize
negative perceptions regarding race (Ford and Quinn, 2010).
Teacher bias can be so strong that it can influence the way minority students view their
ability to succeed, their wiliness to participate in extracurricular activities, and their wiliness to
take higher-level courses (Ikegulu, 2009). According to a study by Wayman, (2002), Mexican

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

10

students felt that teacher bias made them feel so alienated that they dropped out of school. In
this study, 2,409 7th -12th grade Mexican American and non-Latino white students were studied to
determine how they perceived teacher ethnic bias. The participants were comprised of three
groups school dropouts, students at risk of dropping out, and a control group of students. The
students were given a 4-point Likert Scale to determine their perception of teacher ethnic bias.
To measure student bias, a Logistic regression modeling was used to measure the level of teacher
bias. Wayman (2002) found that students ethnic background was the strongest factor in
determining a students perception of bias. Students of Mexican descent perceived racial bias
more than students of non-Latino descent. Not surprisingly, the dropouts perceived racial bias
more than those at-risk and those where in the control group. This supports the theory that
teacher bias does affect how minority students view their academic abilities (Ikegulu, 2009).
This study concluded with Wayman (2002) making a call of action, which requires
educators and the school system to exam the research that supports the theory that teacher bias
effects student achievement. The educational system and educators should also look for
strategies that change their current teaching practices and include the perspectives of nonminority students.
Minority Educators and Multicultural Education
In a teacher education course, Stanton and Gonzalez (2011) found that African-American
pre-service teachers connected to and accepted multicultural education curriculum more than
white pre-service teachers. Therefore, it comes as no surprise that minority teachers have a better
chance of implementing multicultural education and have a better chance in increasing student
achievement. In the school system, minority teachers often serve as advocates, linguistic

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

11

interpreters, and cultural translators for minority students (Brooks, West-Olatunji, Blackmon,
Froelich, De La Torre, Montano, Peregrino, Quintanar, & Smith, 2012).
Research shows that when a teacher of the same ethnic background teaches minority
students, minority students perform better (Ikegulu, 2009). This success in the classroom can be
contributed to the teachers past experience as a minority student (Hulsebosch and Koerner,
1993; Ikegulu, 2009). In a study conducted by Hulsebosch and Koerner, (1993) participants
found that their experiences as minority students and their cultural background influenced their
current teaching practices. These experiences and their cultural identity also made them role
models for minority students.
The educators in Hulseboschs and Koerners, (1993) study realized that serving as role
models was vital to the success of minority students. Unlike their white counterparts, the
participants did not see race as a barrier to student achievement. Instead, the educators viewed
race as a significant part of who the students were and held the students to a higher standard.
Through cultural affirmation, the educators created an environment which encouraged students
to be who they were, rather than be who they were not. By affirming minority students, these
educators were able to increase racial and cultural pride which led to an increase in student
achievement (Ford, 2013; Cifuentes, Murphy, & Davis, 2006 ; Hulseboschs and Koerners,
1993).
Technology and Cultural Diversity in Classrooms
Although research shows that minority students succeed when educators hold them to a
higher standard, there is additional research that supports the theory that technology can aid all
teachers in adopting culturally diverse pedagogy (Brooks et al., 2012; Enger & Lajimodiere,
2011; Hulsebosch & Koerner, 1993; Murpy and Lebans ,2008). Although multicultural

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

12

education and technology are beneficial strategies in increasing student achievement, rarely are
the two combined to improve education practices (Damarin, 1998; McShay, 2005; Stevens and
Brown 2011). Yet, there is research that supports the theory that technology can aid teachers in
adopting culturally diverse pedagogy (Enger and Lajimodiere, 2011; Stevens and Brown, 2011).
In the classroom, technology fosters engaged learning, accommodates multiple
intelligences, and empower learners (Gorski, 2004; Hollenbeck & Hollenbeck 2009).
Implementing technology can deepen comprehension, enhance the learning process, and prepare
students for the future (Murphy and Lebans, 2008). In a study conducted by Murphy and Lebans
(2008), when participants implemented technology into their classroom curriculum, the
participants noticed a shift in how they instructed their students. Instead of direct instruction, the
educators began to guide students and serve as a mediator between technology and the students.
The educators also began to hold students to a higher standard prompting them to use higher
order thinking skills and to take responsibility for their own learning.
Not only did the educators notice a change in the way they instructed the students but
also the change in student engagement as well. The results of this study showed that as a result
of technology integration, student engagement among English language learners increased
despite the students difficulties with written and oral literacy. As a result of technology
integration, English language learners were more willing to respond online than in the regular
classroom Therefore, online learning has the potential to engage students in ways not possible
within the four walls of a classroom (Enger and Lajimodiere, 2011).
Summary
The negative perceptions and attitudes educators have regarding minority students play
an important role in how these educators educate minority students (Ford and Quinn, 2010;

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

13

Ikegulu, 2009; Wayman, 2002). Yet, many educators cannot see the connection between how
they view their students and how their students perform (Atwater, Freeman, Butler, and DraperMorris,2009). If educators want to increase student achievement, they must realize the impact
negative perceptions, biases, and fear have on the academic achievements of minority students
(Ford and Quinn, 2010; Ikegulu, 2009; Wayman, 2002). Educators must also be willing to
engage in on-going self-reflection and professional development in order to improve teaching
practices and increase student achievement (King et al., 2009).
It is apparent that technology is an effective strategy that aids educators in successfully
implementing multicultural pedagogy (Gorski, 2004; Hollenbeck & Hollenbeck, 2009).
Technology also allows educators to accommodate the multiple intelligences of all learners,
engage students to work collaboratively, and encourages students to become culturally
responsive. That is why it is imperative that educators take action. When educators combine
and integrate technology and multicultural education together, educators can create productive
and diverse learning environments.
As immigration increases, it is imperative that educators integrate strategies that prepare
minority students with the proper skills they need in order to become successful and productive
citizens (Gay, 2006; Reiter & Davis, 2011; Rychly & Graves, 2012). It is important for
educators to encourage cultural awareness and collaboration among students through
multicultural education and technology (Carter, Bishop, & Kravits, 2013; Damarin, 1998;
DeGennaro and Brown, 2008; McShay, 2005; Stevens and Brown 2011; Quappe and Cantatore,
2007). By encouraging cultural awareness and collaboration among students through
multicultural education and technology, educators can ensure that that all students have the same
opportunities for success (Cooper, 1998; Partnership for 21st Century Skills, n.d).

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

14

Methodology
McNiff (2002) states that action research studies call for an improvement in education
while requiring educators to engage in self-reflection. As a result of my experiences as an
African-American student in Mississippi, I can relate to the experiences of minority students.
My desire as an educator is to improve my educational practices by seeking effective strategies
that shift my traditional classroom into a multicultural classroom. Therefore, I will conduct an
action research study, to analyze the impact of technology on multicultural pedagogy and cultural
awareness among students in my Advance Theatre class.
Participants
In this study, the participants attend a Title I school in an urban school district in a
southern state in which 81% of the students receive free and reduced lunch (National Center for
Education Statistics, U.S. Dept of Education., n.d). There are 28 female and eight males ranging
from ages 15 to 18 enrolled in the Advance Drama Course. The racial makeup of the participants
are as follows: 13 African Americans, 11 Latinos, one Caucasian, and five biracial or multiracial.
Instrumentation
I will use experiencing, enquiring, and examining data collecting techniques to determine
how minority students perceive racial bias and the impact technology has on improving higher
order thinking skills, and cultural awareness. Experiencing will occur as I record field notes
during student observations. During student interviews, I will record students responses as I
make enquires. Examining will occur as I analyze information from two pre-study and poststudy surveys. The pre and post study surveys will be the same and will use a five point Likert
scale to measure students level of cultural awareness. Examining will also occur as I analyze

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

15

the interviews. To insure that my data is accurate and credible, I will use triangulation to analyze
surveys, field notes, and interviews.
Procedures
Before recruiting participants, I must submit an application and research proposal to my
universities faculty advisor. The advisor will preview my application and research proposal
before its submission to the IRB for approval. Once I am approved to conduct exempt research,
I must seek approval from my school district by submitting an application along with consent
forms, assent forms, and testing instruments to the Office of Accountability and Research. The
applications and documents must be submitted four weeks in advance. Upon approval from the
school district, I must maintain professionalism at all times, which includes maintaining
confidentiality of the participants and submitting all parental forms. Once the study has
concluded, I must report all data to the Office of Accountability and Research and to my school
principal ("Conducting Research in Cobb County School District," 2014).
To obtain permission for students to participate in this study, students and their guardians
will receive a letter of consent and assent. Both of these letters will be written in English and
Spanish and written in speech that is comprehensible for both the student and the guardian. This
letter will notify participants and their guardians that I will conduct a study on the benefits of
using technology as a strategy to implement multicultural education. I will provide detailed
information describing the purpose of the study and how the study will be used to benefit other
educators who wish to use technology to implement multicultural education. In this letter, I will
explain that participation is voluntary and that there are no risks to those participating in this
study. The letter will also explain that the participants have the right to withdraw from the study
at any time. Participants will also be informed that failure to participate in the study will not

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

16

have a negative effect on the students grades. Those students not participating in the study will
receive an alternate assignment. Participants and their guardians will be informed of the length
of time to complete the study and procedures I will take to protect the privacy of those
participating.
In my letter, I will inform the participants and their guardians that my role as instructor
and as an interviewer, presents a potential limitation in this study. I will also describe the data
collecting procedures as well as, when and where the data will be collected. In my letter, I will
inform participants and their guardians that interviews will be conducted by me, afterschool.
Each interview should last between 10-15 minutes and will be conducted privately in the drama
classroom. These interviews will be used to measure the students views of self-identity as it
relates to race and their level of cultural awareness as it relates to people of other cultures.
I will administer two identical five-level Likert surveys before and after the four-week
study to address my research questions. The recorded interviews will be conducted in a quiet
room using two tape recorders. During the study, students will create two digital stories using
the following software: Audacity, Windows Movie Maker, Prezi, or Voice Thread. Students will
use this software to create a personal narrative of their lives, family, language, and culture. The
second digital story will be a narrative of a classmate of a different race or culture.
The research site in which this study will be conducted has a diverse student population.
If there is a discrepancy in the number of diverse students, students will still be able to create a
digital story by interviewing a classmate that shares the same racial background but has a
different culture from them. For example, an African-American student from Nigeria and an
African-American student from Georgia may appear to be similar in racial appearance however;
they do not share the same culture. According to Jervis (2006), race refers to the outer

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

17

appearance of a person while culture refers to a persons beliefs, language, values, and
livelihood. Therefore, its not uncommon for two people who are classified as African-American
to look similar in appearance but are culturally different. I believe that the results of this study
will be beneficial in spreading cultural awareness to those students as well.
Protection of Human Subjects
To protect the identity of the participants, participants will receive numbers selected
randomly for the researchers identification purposes. Prior to the interviews and surveys,
students will be reminded of the purpose of the study and assured of their anonymity. Upon
completion of the study, all information regarding individuals results and identities will be
shredded and discarded.
Analysis
A Priori code scheme will be used to analyze the data. I will use a pre and post survey, a
pre and post interview, and field observations to collect data. I will analyze the transcribed
interview and field notes to see if themes emerge. Once I have identified the themes, I will make
notes on what I have found and determine if there is a connection to my research questions.
Once I have analyzed the data and identified themes, I will then divide the data into those themes
by using priori coding. As I code the data, I will use highlighters to separate each code. In
addition, to insure reliability and gain anothers persons perspective, I will ask another educator
to assist me in coding the interviews, and field notes. The pre and post survey data will be
analyzed by inputting the responses into an Excel spreadsheet.

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

18

References
Atwater, M., Freeman, T., Butler, M., & Draper-Morris, J. (2010). A case study of science teacher
candidates' understandings and actions related to the culturally responsive teaching of"
other" students. International Journal of Environmental and Science Education, 5(3),
287-318.
Breithorde, M. L., & Swiniarski, L. (1999). Constructivism and reconstructionism: Educating
teachers for world citizenship. Australian Journal of Teacher Education, 24(1).
Brooks, M., West-Olatunji, C., Blackmon, A., Froelich, K., De La Torre, W., & Montano, T. et al.
(2012). Minority-serving institutions and their contribution to advancing multicultural
teacher education pedagogy. Education, 133(2), 349--360.
Brown-Jeffy, S., & Cooper, J. (2011). Toward a conceptual framework of culturally relevant
pedagogy: An overview of the conceptual and theoretical literature. Teacher Education
Quarterly, 38(1), 65-84.
Carter, C., Bishop, J., & Kravits, S. (2013). Keys to success: Cultural awareness and global
citizenship. Upper Saddle River, NJ: Pearson.
Charmaraman, L., & Hall, G. (2011). School dropout prevention: What arts-based community
and out-of-school-time programs can contribute. New Directions for Youth Development,
2011(S1), 9-27. doi:10.1002/yd.416
Choi, W., & Chepyator-Thomson, R. (2011). Multiculturalism in teaching physical education: A
review of U.S. based literature. ICHPER-SD Journal of Research, 6(2), 14-20.
Cifuentes, L., Murphy, K., & Davis, T. (2006). Cultural connections: Promoting self-esteem,
achievement, and multicultural understanding through distance learning (pp. 101-105,
Rep.). St.Louis, MO: Research and Theory Division.

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

19

Conducting research in Cobb county school district. (2014, September). Retrieved from
http://www.cobbk12.org/centraloffice/accountability/
Cooper, R. (1998, December). Socio-cultural and within-school factors that affect the quality of
implementation of school-wide programs (Rep. No. 28). Retrieved November 6, 2014,
from National Institute on the Education of At-Risk Students website. (ERIC Document
Reproduction Service No. ED426173)
Damarin, S. K. (1998). Technology and multicultural education: The question of convergence.
Theory Into Practice, 37(1), 11-19. doi:10.1080/00405849809543781
Darling-Hammond, L., Zielezinski, M., & Goldman, S. (2014, September). Using technology to
support at-risk students learning (Rep.). Retrieved from
https://edpolicy.stanford.edu/publications/pubs/1241
Degennaro, D., & Brown, T. L. (2009). Youth voices: Connections between history, enacted
culture and identity in a digital divide initiative. Cultural Studies of Science Education,
4(1), 13-39. doi:10.1007/s11422-008-9108-y
Enger, K., & Lajimodiere, D. (2011). A multi-cultural transformative approach to learning:
Assessing attitude change in doctoral students following an online diversity course.
Multicultural Education & Technology Journal, 5(3), 176-193.
Ford, D. Y. (2013). Why education must be multicultural: Addressing a few misperceptions with
counterarguments. Gifted Child Today, 37(1), 59-62. doi:10.1177/1076217513512304
Ford, T., & Quinn, L. (2010). What are their perceptions about multicultural education.
Multicultural Education, 17(4), 18-24.
Gay, G. (2006). Handbook of classroom management: Research, practice, and contemporary
issues (pp. 343-370). Mahwah, NJ: Erlbaum.

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

20

Gorski, P. C. (2004). Multicultural education and progressive pedagogy in the online information
age. Multicultural Perspectives, 6(4), 37-48.
Gorski, P., Davis, S., & Reiter, A. (2012). Self-efficacy and multicultural teacher education in the
United States: The factors that influence who feels qualified to be a multicultural teacher
educator. Multicultural Perspectives, 14(4), 220-228.
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform.
Retrieved from http://edglossary.org/hidden-curriculum
Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the
multicultural classroom (Master's thesis, Oklahoma State University, 2009) (pp. 1-6).
Stillwater: Donald P. French.
Hulsebosch, P., & Koerner, M. (1993). What does cultural identity have to do with the
preparation of teachers? (Methodology and findings) (pp. 1-16, Rep.). Pittsburgh, PA.
(ERIC Document Reproduction Service)
Ikegulu, T. (2009). Economically disadvantaged student failure: The role of non-minority
teachers of elementary school students. Unpublished manuscript, Department of
Curriculum and Instruction, Beaumont Independent School District, Beaumont, Texas.
Jervis, N. (2006). What is a culture? Retrieved from
http://www.p12.nysed.gov/ciai/socst/grade3/whatisa.html
King, K., Artiles, A., & Kozleski, E. (n.d.). Professional learning for culturally responsive
teaching and learning (Issue brief). Retrieved November 3, 2014, from The National
Center for Culturally Responsive Educational systems website:
http://www.nccrest.org/professional/culturally_responsive_pedagogy-and.html

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

21

Krutky, J. B. (2008). Effective practices for academic leaders: Intercultural competency preparing students to be global citizens baldwin-wallace experinece. Stylus Publishing.
Mac Naughton, G. (2006). Respect for diversity: An international overview (Rep. No. 40).
Netherlands: Bernard Van Leer Foundation. (ERIC Document Reproduction Service No.
ED522695)
McNiff, J. (2002). Action research principles and practice. London: Routledge.
McShay, J. (2005). Double infusion: Toward a process of articulation between critical
multicultural education and technology education in a teacher preparation program.
Contemporary Issues in Technology and Teacher Education, 4(4), 429-445. Retrieved
November 4, 2014.
Melnick, S. L., & Zeichner, K. M. (1995). Teacher education for cultural diversity: Enhancing
the capacity of teacher education institutions to address diversity issues (pp. 3-27, Rep.
No. 95-4). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC
Document Reproduction Service No. ED392751)
Melnick, S. L., & Zeichner, K. M. (1998). Teacher educations responsibility to address diversity
issues: Enhancing institutional capacity. Theory Into Practice, 37(2), 88-95.
doi:10.1080/00405849809543791
Murphy, J., & Lebans, R. (2008). Unexpected outcomes: Web 2.0 in the secondary school
classroom. International Journal of Technology in Teaching and Learning, 4(2), 134-147.
National Center for Education Statistics, U.S. Dept of Education. (n.d.). Osborne High School.
Retrieved November 8, 2014, from
http://www.schooldigger.com/go/GA/schools/0129000521/school.aspx

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

22

Oran, G. (2009, December 23). Culturally relevant pedagogy. Retrieved November 6, 2014, from
http://www.education.com/reference/article/culturally-relevant-pedagogy/
Osborne, J., & Walker, C. (2006). Stereotype threat, identification with academics, and
withdrawal from school: Why the most successful students of color might be most likely
to withdraw. Educational Psychology,, 26(4), 563-577.
Partnership for 21st Century Skills. (n.d.). Preparing 21st century students for a global society:
An educator's guide (pp. 1-38, Rep.). Washington, DC: Partnership for 21st Century
Skills.
Partnership for 21 Century Skills. (2006, October 2). Most young people entering the U.S.
workforce lack critical skills essential for success. [Press release]. Retrieved November 5,
2014, from http://www.p21.org/news-events/press-releases/250-most-young-peopleentering-the-us-workforce-lack-critical-skills-essential-for-success
Partnership for 21st Century Skills. (2010). Up to the challenge: The role of career and technical
education and 21st century skills in college and career readiness (pp. 1-40, Rep.).
Washington, DC: Partnership for 21st Century Skills.
Quappe, S., & Cantatore, G. (2007, November 2). What is cultural awareness, anyway? How do
I build it? Retrieved from
http://www.culturosity.com/articles/whatisculturalawareness.htm
Rychly, L., & Graves, E. (2012). Teacher Characteristics for Culturally Responsive Pedagogy.
Multicultural Perspectives, 14(1), 44-49.
Smith, G., & Throne, S. (2009). Differentiating instruction with technology in middle school
classrooms. ISTE.
Stanton, S., & Gonzalez, G. (2011). Students find their place in history: Using theatre to expand

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

23

pre-service teachers' multicultural awareness. Multicultural Education, 18(4), 46--52.

Stevens, E. Y., & Brown, R. (2011). Lessons learned from the holocaust: Blogging to teach
critical multicultural literacy. Journal of Research on Technology in Education, 44(1), 3151. Retrieved November 6, 2014.
Vescio, V., Bondy, E., & Poekert, P. (2009). Preparing multicultural teacher educators: Toward a
pedagogy of transformation. Teacher Education Quarterly, 36(2), 5-24.
Wayman, J. C. (2002). Student perceptions of teacher ethnic bias: A comparison of Mexican
American and Non-Latino white dropouts and students. The High School Journal, 85(3),
27-37.

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

24

Appendix A
Multicultural Survey
Your identity and responses will be held in strict confidence
Instructions: Students please answer each question honestly. There is neither a right nor wrong
answer to any question. Circle the word that indicates the extent to which you agree/disagree
with the each of the following statements about regarding your views on diversity.
1. I make a point to get to know people different from me.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

2. I use self-reflection to explore my personal prejudices against others

Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
3. When issues of race and discrimination are discussed, I feel uncomfortable.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
4. If issues do not affect members of my race or community, I do not care for them.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
5. I like watching movies geared towards different cultures and races
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

6. I believe that all cultures can make significance contributions to society.

Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
7. All cultures deserve respect.
Strongly Agree
Agree

Undecided

Disagree

Strongly Disagree

8. I often feel like an outsider if I am the only minority in a group.

Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

9. I can learn from people with disabilities

Strongly Agree
Agree
Undecided

Strongly Disagree

Disagree

10. People with disabilities often scare me or make me feel uncomfortable.

Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
11.
When I feel mistreated by someone of another race, I immediately think of racism.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
12.
I fear certain cultures or races.
Strongly Agree
Agree
Undecided

Disagree

Strongly Disagree

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

25

13.
I am willing to learn a new dance from a different culture.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

14.
I am only at ease with people of my race or culture.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

15.
I listen to music from various cultures.
Strongly Agree
Agree
Undecided

Strongly Disagree

Disagree

16.
If a person does not agree with me on various issues, we cannot be friends?
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
17.
Its difficult for me to feel close to people from different races.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
18.
I am interested in learning about the different cultures.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

19.
It is ok to use racial slurs as long as you are a member of that race.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
20.
I often see things from another persons point of view
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

21.
I avoid events where I may be the only person of my race.
Strongly Agree
Agree
Undecided
Disagree

Strongly Disagree

22.
People of other races often irritate me.
Strongly Agree
Agree
Undecided

Disagree

Strongly Disagree

23.
I value and take pride in my culture.
Strongly Agree
Agree
Undecided

Disagree

Strongly Disagree

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

26

24.
I am embarrassed by my race and culture
Strongly Agree
Agree
Undecided

Strongly Disagree

Disagree

25.
A persons skin color or race is the first thing I notice when I meet them.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
26.
The American culture and value is superior to the cultures of other countries.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
27.
I believe teachers judge me based on race.
Strongly Agree
Agree
Undecided

Disagree

Strongly Disagree

28.
Teachers often mistreat students based on their race and culture.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
29.
When people speak different languages around me, I feel uncomfortable.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
30.
The media affects the way in which I view people of different races.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

27

Appendix B
Interview Questions

1. How would you define your race or culture?

2. How would you define racial pride? Do you feel you have racial pride? If, not why?
3. In your educational experience, do you feel that you have been properly educated in the
history and culture of minorities? ( African American, Latinos, Asians, Native
Americans)
4. Have you ever felt racial or cultural bias from a coach or a teacher? If so, how? How did
it make you feel?
5. Describe how your teachers can create a diverse classroom environment that welcomes
6.
7.
8.
9.

all races and cultures.

How would you describe the racial climate in this school or in the classroom?
Do you feel that all students are treated fairly as it relates to race, culture, or language?
How would you respond to a peer who made an insensitive remark about another culture?
How would you define stereotypes? Describe a time that you felt that you were

stereotyped? How do you challenge stereotypes about your race and culture?
10. Given an example of a time when race, language, or culture made it difficult to
collaborate with peers.
11. Have you had an experience where you were the minority in a situation? Explain your
experience.
12. In a conflict with a person of a different race or culture, do you automatically assume the
conflict is a result of your race?

USING TECHNOLOGY TO INCREASE STUDENT ACHIEVEMENT

28