The problem of integrating technology into teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of success teachers have in using technology for instruction could depend in part on their ability to explore the relationship between pedagogy and technology. The article shows that technology integration is narrowly perceived and that such a perception might hinder teachers’ understanding of the scope of technology in education. Technology integration should be considered along with issues involved in teaching and learning. Such issues include developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities. Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully.

The article includes a description of the foundation of multicultural education and a delineation of the concept and its processes. It will also include a depiction of multicultural instructional strategies, and the transformations academic institutions must undergo to adopt the multicultural philosophy. Finally, the article will include a discussion on how technology can be integrated into multicultural education to assist educators.

Constructivists believe that knowledge can emerge as learners construct meaning from information they receive and from their participation in the learning activities. As a result, learners gain knowledge from their interaction with the learning environment and from interacting among themselves. Learners construct meaning as they engage in critical reflection and evaluation of learning materials in an effort to discover patterns or new dimensions of the emerging information. This implies that learners have the opportunity to develop the skill to absorb the information before them in a way that connects the previously acquired knowledge and the newly discovered information. Constructivist advocates support learning that focuses on the analysis, synthesis, and evaluation of the learning materials and the related information as a means of constructing new knowledge.

Decades ago, instructional evaluation has in most cases focused on the objectives of the lesson, methods of delivering instruction, and outcome learning. This form of evaluation focuses primarily on teaching and learning process within the confines of the classroom and does not include all the factors that impact learning outcome. Instructional practice and its evaluation process are becoming more complex with the application of technology into pedagogy. In order to identify areas of success or failure, all aspects of technologybased instruction need to be evaluated. It is therefore important to evaluate instructional technology as part of a pedagogical process and not as a single, isolated unit. It is also important that technology being used to facilitate instruction be evaluated to determine its appropriateness in meeting the needs of the students and the goals of the instruction.

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