Perceptions of technology engagement on culturally responsive pre-service teachers. Issue 3 (8th August 2016)

• Record Type: Journal Article
• Authors: Greene-Clemons, Cheresa Denae
• Editors: Hardaker, Glenn; Hilton, Adriel
• Is Part Of: Journal for multicultural education. Volume 10:Issue 3(2016)
• Publication Date: 2016-08-08
• Subjects: Multicultural education -- Periodicals; 370.11705
• DOI: 10.1108/JME-01-2016-0006
• Languages: English
• ISSNs: 2053-535X

Abstract

Abstract : Purpose: In an effort to increase interests of P-12 students of diverse populations in Science, Technology, Engineering and Mathematics (STEM) Education, many will need opportunities and introductions presented from their P-12 teachers. Thus, as a part of teaching in the 21st Century, P-12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that P-12 teachers develop a positive disposition toward and engage in technology themselves. Design/methodology/approach: Using a mixed-method approach, this study investigates the perceptions of HBCU P-12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers' level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers. Findings: The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students. Originality/value: Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.