Technological innovation in twenty-first century multicultural teacher preparation

Abstract

Purpose – An increasingly diverse student population coupled with rapid technological change makes it paramount to examine how technology is being employed in multicultural teacher preparation (MTP) to prepare US teachers to develop the knowledge, skills, and dispositions to foster globally minded, twenty-first century world citizens. The paper aims to discuss these issues. Design/methodology/approach – This review employs constant comparative method of analysis to examine empirical research on MTP practices employing technology to prepare teachers for the diverse student populations of twenty-first century classrooms. Although prior reviews have synthesized research findings on MTP, no systematic investigation has examined the role of technology in preparing teachers to support diverse learners. This review of research conducted from 2002 to 2012 explores how technology has been utilized in MTP to enhance face-to-face, online, and blended teacher preparation experiences. Findings – Collectively, research reviewed illustrates the power of harnessing technological innovation in preparing TCs as multicultural educators increasingly equipped with globally informed conceptions of diversity and pedagogical approaches for responding to twenty-first century equity issues – and to support their P-12 students in achieving similar goals. While the types and purposes of technology use in MTP varied across these studies, a trend was found in employing technology to contribute to equitable teaching and learning across international settings. In addition, analyses show study contexts varying from teacher preparation classrooms, to field placement settings, to faculty development workshops, both in the USA and abroad. Originality/value – This review encourages schools of education to redefine traditional teacher preparation methods and venture into the technology-shaped worlds of twenty-first-century students and their teachers.

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