Running head: MULTICULTURAL ANALYSIS

Multicultural Analysis of an Instructional Technology Textbook

Sarah Schanck
EDUF 7235
Georgia Southern University

MULTICULTURAL ANALYSIS
Multicultural Analysis of an Instructional Technology Textbook
Introduction
Culture is more than just racial or ethnic identity. Those are visible characteristics that
society could use to categorize individuals into various cultural groups. Invisible aspects of
culture are more implicit and manifested in behavior. This could be proclivity towards different
learning styles or cultural differences in attitudes towards males and females. These aspects of
culture are extremely important to understand because they can affect how a child approaches
learning and is supported inside and outside of the classroom environment. Teachers must
understand the implicit, individual cultural difference of their students so they can best integrate
those differences into a multicultural classroom. In this multicultural analysis, I examine the
textbook, Technology Instruction for Meaningful Classroom Use by Katherine S. Cennamo, John
D. Ross, and Peggy A. Ertmer (2014). I will be examining this text for its use of multicultural
themes, including the balance of race, gender, and socioeconomics in the materials itself as well
as the instruction that is given to teachers (the primary readership) in teaching technology using a
differentiated and multicultural approach. I will also identify if there are areas in which the text
is lacking.
Description of Textbook
Technology Integration for Meaningful Classroom Use (Cennamo, Ross, & Ertmer,
2014) is written for use by teachers of all subject matter. The text focuses on the integration of
technology into all subject areas, grade levels, and types of classrooms. The approach is
centered on The ISTE National Education Technology Standards (NETS-T) and Performance
Indicators for Teachers, written in 2008 and outlined in detail in the text. These standards state
that, Effective teachers model and apply the National Educational Technology Standards for

MULTICULTURAL ANALYSIS
Students (NETS-S) as they design, implement, and assess learning experiences to engage
students and improve learning; enrich professional practice; and provide positive models for
students, colleagues, and the community. (Cenntamo, Ross, & Ermer, 2014) Within the NETST standards, there are several sub-standards that relate to the diversity of students and the
importance of a multicultural approach. These include the following sub-standards:
Standard 2-c: [Teachers] customize and personalize learning activities to address
students diverse learning styles, working strategies, and abilities using digital tools and
resources
Standard 4-d: [Teachers] develop and model cultural understanding and global awareness
by engaging with colleagues and students of other cultures using digital-age
communication and collaboration tools. (Cennamo, Ross, & Ermer, 2014, p. 15)
As this analysis continues, I will examine how the authors expand upon these standards in their
instruction to teachers.
Overall Analysis of the Text for Multicultural Style
Overall, the text has a heavy focus on differentiated and inclusive learning. Teachers are
instructed to consider not only the learning styles of their students, but also their backgrounds in
regard to group membership and life experiences. According to Theodorson and Theodorson
(1969) as cited in Banks and Banks (2013), groups are socially constructed collections of people
who share a common identity such as race, ethnicity or gender. These groups may have certain
interrelated roles contributing to that groups culture. Beginning with the images on the front
cover of the textbook, students of various ages, racial, and gender groups are represented. This
carries forward throughout the entire textbook. In general, the textbook provides a great deal of
variation in its content and examples. Only in specific examples are gender pronouns such as he

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or she used. Participants in the classroom environment are consistently identified as the
learner(s) or the student(s). The examples that are provided frequently throughout the text
represent a variety of classrooms, subject matter and grade levels. This variety makes the text
relevant to all different types of teachers working a multitude of diverse students with diverse
backgrounds and needs. The text is also careful to approach the fact the schools and systems are
varied in terms of the resources that can be and are allocated towards technology based
initiatives. Technology literacy is described as an attainable goal for all students regardless of
background, group status, or circumstances. The advocacy of heterogeneous classrooms and
differentiation is seen throughout the text.
Racial and Ethnic Equity
The authors do an effective job of integrating multiple racial and ethnic groups into the
text both in images and relevant examples. One of the Stories from Practice examples discusses
the experience of Jose Garcia, an eighth grade science teacher, who teaches a standards based
lesson integrating technology to present using a character. Mr. Garcia emphasizes how he taught
his students to respect ethnic or racial boundaries and that he monitors for offensive content
(Cenntamo, Ross, & Ermer, 2014). This is just one of multiple examples that show a diverse
student or teacher using technology in the learning environment. Resources and tools are
explained to the readership that would increase individual, group, and community learning
outcomes; emphasizing that all of those areas are equally important from a teaching perspective.
Teachers are encouraged throughout the text to understand the community make-up of their
classroom and to create groups that are as inclusive of different backgrounds and perspectives as
possible. Multiple cross-cultural examples are given to emphasize how important it is to teach a
technology supported, multicultural worldview to students.

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Gender Equity
Both genders are represented close to equally in the textbook. An assessment of a
chapter chosen randomly with a number generator showed an equal number of males and
females in the photographic images. Males and females are represented equitably in examples.
Chapter 11 focuses on diversity and cultural understanding and addresses the gender gap
associated with technology and how teachers can mitigate that societal issue in their own
classrooms (Cennamo, Ross, & Ertmer, 2014). A subsection of the text gives in depth analysis
of choosing gender-equitable resources for classroom use. It is worth noting that in the diversity
chapter, a four-framed image used to represent understanding of gender and technology has two
images of males using technology for obvious academic and knowledge-gaining purposes. One
image has both a male and female using a webcam technology. Interestingly, the image with
only females in it shows three female adolescents taking a selfie, not pursuing and academic
goal. It seems as if the text misstepped in its own instructions towards gender equity.
Additional Societal Groups
There are several groups that receive less attention in the Cennamo, Ross, and Ertmer
(2014) text such as students with disabilities and non-native English Language Learners.
Although there is not as much integration of these groups into the text, they are by no means
minimized. There are several examples focusing on these two groups and even ones where both
of these groups are represented simultaneously. Chapter 6 of the text (Cennamo, Ross, &
Ertmer, 2014) focuses on customizing instruction for all types of learners with a heavy emphasis
on the use of assistive technology to reach student learning goals. Emphasis is placed upon the
idea that differentiated instruction is more than just catering and tailoring to certain learning

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styles. In addition, there is a supplemental section in the appendices of the book focusing on the
integration of technology for English language learners.
Focus on Diverse Learners
Overall, the textbook, Technology Integration for Meaningful Classroom Use (2014), is
very multiculturalism aware. The authors even provide a definition for meeting the needs of
diverse learners and the considerations teachers should be aware of including:

Students who do not have the same background experiences

Meeting the needs of students with differing abilities, interests and experiences
(Cennamo, Ross, & Ertmer, 2014 p. 151)

It is also emphasized that resources that teachers used should be evaluated to be sure that they
are free of bias and stereotypes in all forms. The authors emphasize that resources and tools
should avoid discrimination and promote tolerance and diversity.
Shortfalls of Textbook
I believe that the text could have provided more focus towards schools working with
minimal resources or that are primarily working with students from low-socioeconomic
backgrounds. There is some discussion of the digital divide and equitable access based upon
socioeconomic factors, but is only afforded a small portion of a single chapter. In addition,
although the photographs in the book reflect diversity in both gender and racial identity they are
primarily staged photographs so I am curious how accurate the reflection of diversity actually is
in these sample classrooms. The photographs were noticeably lacking students with visible
disabilities. The staged photographs also reflect classrooms that appear to have an appropriate
level of resources to integrate technology at a high level, which is not always the case for all

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classrooms and schools due to funding gaps. There was a general lack of authenticity in the
images, although they did reflect an appropriate level of diversity.
Conclusion
Overall, the textbook Technology Integration for Meaningful Classroom Use is more
multiculturally aware than other textbooks that I have utilized. The authors make careful use of
diversity in the supplemental images and examples. Teachers, as the primary audience of the
text, are instructed in appropriate ways to integrate technology into their curriculum with respect
to the diversity of their students. There are a few shortfalls in the book, especially as it relates to
socioeconomic factors and giving weight to more than just the obvious societal groups.
However, I think that this text is relatively forward thinking in its approach to multicultural
education.

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References
Banks, J.A. & Banks, C.A.M. (2013). Multicultural education: Issue and perspectives (8th ed.).
Hoboken, NJ: John Wiley & Sons, Inc.
Cennamo, K.S., Ross, J.D., & Ertmer, P.A. (2014). Technology integration for meaningful
classroom use: A standards-based approach (2nd ed.). Belmont, CA: Wadsworth,
Cengage Learning.