Exploring international
multicultural field experiences
in educational technology
Hilary Wilder, Sharmila Pixy Ferris and Heejung An
William Paterson University of New Jersey, Wayne, New Jersey, USA
Abstract
Purpose – The purpose of this paper is to explore an online field experience between technology
facilitator candidates in the USA and K-12 teachers in Namibia, to improve candidates’ understanding
of diversity and equity issues in the successful incorporation of information and communication
technologies (ICT) in teaching and learning.
Design/methodology/approach – A classroom-based, exploratory action-research methodology
was used. US graduate students in an educational technology course were expected to gain knowledge,
skills, and understanding by mentoring (via online communications technologies) Namibian primary
and secondary schools teachers in a technology-integration task.
Findings – Through this effective multicultural field experience for technology facilitator candidates,
US participants learned about the digital divide as it exists in developing nations, and the impact of
socio-economic and technological inequities on the incorporation of ICTs in teaching and learning.
Research limitations/implications – The results of this pilot study warrant further studies which
explore this method in a broader population and across a wider range of educational settings. As
developing nations increase their access to ICTs, difficulties faced in this study should be minimized in
future studies.
Practical implications – The paper suggests an effective, diverse, technology-embedded field
experience for school professionals preparing to become technology facilitators. Programs that cater to
full-time teachers working in schools which do not meet the diversity requirements set by accrediting
organizations such as the National Council for Accreditation of Teacher Education may consider this
approach.
Originality/value – Online international field experiences have the potential to enhance US
participants’ ability to demonstrate technology facilitator standards in the context of diverse school
settings, backgrounds and populations, as well as to aid teachers in a developing country in
technology integration knowledge and skills.
Keywords Communication technologies, Education, Teaching, Learning, Equal opportunities,
United States of America, Namibia
Paper type Research paper
Introduction
In an age of increasing globalization, national educational systems are increasingly
addressing multicultural concerns. The USA, a culturally pluralistic nation with a society
that grows progressively more diverse, began in the 1990s to incorporate approaches that
highlight positive contributions from its diverse population. This focus is evident in
requirements of accreditation organizations such as the National Council forAccreditation
of Teacher Education (NCATE) that teacher candidates participate in supervised field
experiences with diverse ethnic/racial, language, gender, and socio-economic groups
(NCATE, 2008). This requirement highlights two important issues: diversity and field
experience.
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/1750-497X.htm
METJ
4,1
30
Multicultural Education &
Technology Journal
Vol. 4 No. 1, 2010
pp. 30-42
q Emerald Group Publishing Limited
1750-497X
DOI 10.1108/17504971011034719