WebQuest

Multicultural Considerations in Technology Model Lesson

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Standards

I wanted to challenge myself and add multicultural notions into a lesson we are currently developing for our social studies standard. The lesson will highlight how entrepreneurs take risks to produce new goods and services to start a business (GaDOE, 2018). Students will be challenged to become entrepreneurs and design a functional arcade game during this lesson. Within the lesson, students will perform a consumer survey, do field research, establish a business plan, budget, apply for a business license, and finally advertise their product. I felt that an authentic way to implement multicultural considerations would be to have the students think of their potential consumers.

As a business owner, it is critical to understand your consumers' culture to increase their likelihood of purchasing your product, as well as your capacity to reach your audience through advertising. This, I believe, will spark my students' interest because it is applicable to real-world situations, intrinsically inspiring, and an authentic way to engage students in the study of various cultures. Additionally, this would be an excellent opportunity for students to gain an understanding of culture, as I am unsure of their prior exposure to culture in general. I want students to understand that multiculturism encompasses a wide variety of characteristics, such as culture, color, gender, ethnic origin, age, religious belief, and language. Furthermore, I want students to grasp that multiculturalism occurs when multiple cultures coexist and collaborate despite their differences, and when those differences are valued (Tore, 2020).

The multicultural approach that I incorporated into our 5th grade unit demonstrated cultural considerations and the value of researching and understanding the consumer's culture. Students will be entrusted with exploring more about culture on their Web Quest by selecting two different links that will lead them to a cultural discovery. Students are not only given a choice, but they also have access to a variety of learning modalities, such as an interactive video, video, or reading material. On day 3, they can research and select two books to convey what they have learned and how they can apply what they have learned thus far into their designs and advertisements while keeping their consumer's culture in mind. Finally, on day 8, they must develop an advertisement that demonstrates proof of cultural considerations, as well as publish a response to what they learned about being an entrepreneur and why understanding consumer culture is essential to the success of their business.


References

Chisholm, I. M. (1998). Six elements for technology integration in multicultural classrooms. Journal of Information Technology for Teacher Education, 7(2), 247-268.         

    https://www.tandfonline.com/doi/pdf/10.1080/14759399800200033?needAccess=true

Chisholm, I. M., & Wetzel, K. (2001). Technology and multiculturalism in the classroom: Case studies in attitudes and motivations. Journal of Research on Computing in Education,

    33(5), 1-33. file:///C:/Users/Pache_xo2dzz4/OneDrive/Documents/Desktop/Technology%20and%20Multiculturalsim%20in%20the%20Classroom.pdf

Georgia Department of Education (GaDOE). (2016). Social studies Georgia standards of excellence: Fifth grade. https://www.georgiastandards.org/Georgia-Standards/Pages/Social-

    Studies-Grade-5.aspx

Tore, E. (2020). Examining Teachers’ Attitudes towards Multiculturalism according to Various Variables. International Online Journal of Educational Sciences, 12(1), 228–246.

    https://doi-org.ezproxy1.apus.edu/10.15345/iojes.2020.01.014

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