Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Abstract

This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of the instrument. The construct validity of this instrument was examined via confirmatory factor analysis and a multidimensional partial credit model for item responses in which an 18-item instrument (4 items regarding cultural values, 3 regarding culturally relevant curricula, 4 regarding cultural scaffolding, 3 regarding multicultural collaboration, and 4 regarding integrating with technology and multicultural perspectives) was validated after the elimination of 4 items. The reliability of the instrument was found to be satisfactory according to multidimensional versions of the partial credit model analysis. Regression analysis showed that technology experiences and technology experiences in teaching were positive predictors while school level was a negative predictor of teachers' perceived CRT in TSLE. Elementary school teachers were more likely to have positive perceptions of CRT in TSLE than were secondary school teachers.

Managing the Rise of the Digital State: Implementation of Digital Education by Local Government

“…Internally, the most frequent challenges to the uptake of digital education have been related to the digital literacy skills of teachers (Alarcón et al 2020;Brush et al 2008), to the perceived ease of use of technologies (Holden & Rada 2011) and to the beliefs of teachers regarding the pedagogical benefits of technologies (Brush et al 2008;Russell et al 2003). The teachers' beliefs correlate positively with their experiences with technologies (Chuang et al 2020). Furthermore, resource-related factors such as access to technologies (Russell et al 2003), lack of time and financial constraints (Dinc 2019) have also constituted major barriers.…”

Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

“…Chuang et al [25] (2020) identified five constructs that constitute culturally responsive teaching in TSLE: cultural values, culturally relevant curricula, cultural scaffolding, multicultural collaboration, and integrating technology and multicultural perspectives. These five constructs were developed mainly from Gay's [6] (2002) CRT categories along with other related studies [26][27][28][29][30][31][32].…”

“…The first construct of CRT in TSLE is cultural value, viz., having a knowledge base about and respect for the student's cultural identity [6,27], including their language, family, community, and culture [25]. The second construct pertains to culturally relevant curricula or integrating local community and activities into TSLE [25] and involves developing meaningful curriculum designs and teaching strategies that link the school to home experiences in an accessible manner using local standard and cultural responses [6,27,29]. The third construct is cultural scaffolding, or using the students' own cultures and experiences to expand their learning in a TSLE.…”

“…The third construct is cultural scaffolding, or using the students' own cultures and experiences to expand their learning in a TSLE. It includes teachers' use of technology to communicate with students in all aspects of learning in a way that reflects understanding and care [6,25,26]. The fourth construct is multicultural collaboration or providing technology platforms that allow students appropriate interaction [25] to work effectively and collaboratively and build a community of learners that acknowledges diverse perspectives [28,32].…”

“…It includes teachers' use of technology to communicate with students in all aspects of learning in a way that reflects understanding and care [6,25,26]. The fourth construct is multicultural collaboration or providing technology platforms that allow students appropriate interaction [25] to work effectively and collaboratively and build a community of learners that acknowledges diverse perspectives [28,32]. The final construct pertains to integrating technology and multicultural perspectives or incorporating appropriate technologies into teaching and learning activities based on multicultural perspectives [25,31].…”