Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

Mobile Devices in Education ◽

10.4018/978-1-7998-1757-4.ch001 ◽

2020 ◽

pp. 1-14

Author(s):

Nykela H. Jackson

Keyword(s):

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Local Community ◽

Real Life ◽

Problem Based Learning ◽

Learning Opportunities ◽

Mobile Technologies ◽

Responsive Teaching ◽

Practical Support ◽

Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

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Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

Accessibility and Diversity in Education ◽

10.4018/978-1-7998-1213-5.ch034 ◽

2020 ◽

pp. 666-679

Author(s):

Nykela H. Jackson

Keyword(s):

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Local Community ◽

Real Life ◽

Problem Based Learning ◽

Learning Opportunities ◽

Mobile Technologies ◽

Responsive Teaching ◽

Practical Support ◽

Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

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Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners

Teaching Children Mathematics ◽

10.5951/tcm.11.5.0249 ◽

2005 ◽

Vol 11 (5) ◽

pp. 249-255 ◽

Cited By ~ 1

Author(s):

Diane Torres-Velasquez ◽

Gilberto Lobo

Keyword(s):

English Language Learners ◽

Language Learners ◽

Culturally Responsive Teaching ◽

Mathematics Teaching ◽

Culturally Responsive ◽

English Language ◽

Real Life ◽

Responsive Teaching ◽

Home Culture ◽

Dynamic Form

Culturally responsive teaching is a dynamic form of teaching that builds on and supports students' home culture. The strategies that we recommend in this article for English Language Learners (ELL) are based on research or classroom experience. We provide real-life examples of how the second author, Gilberto Lobo, implements these ideas in the context of data analysis.

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Culturally Responsive Teaching in Urban Secondary Schools

Education and Urban Society ◽

10.1177/00131245211026689 ◽

2021 ◽

pp. 001312452110266

Author(s):

Madalina F. Tanase

Keyword(s):

Science Teachers ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Demographic Data ◽

Real Life ◽

Student Population ◽

European Ancestry ◽

Responsive Teaching ◽

Curriculum Making ◽

Teaching Paradigm

Demographic data show an increasingly diverse student population in all urban settings. On the other hand, there continues to be a discrepancy about the student population and the teacher force, as the majority of the US teachers are predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an already complex profession. To bridge this cultural gap, researchers advocate for a change in the teaching paradigm, in which teachers understand the relationship between students’ culture and learning. This paradigm is called Culturally Responsive Teaching. This study followed 22 secondary mathematics and science teachers. The goal was to analyze some of the strategies used in urban schools, while at the same time determining whether these strategies were culturally responsive. Results show that teachers incorporated their students’ interests into the curriculum, making connections with real-life and allowing students to make many choices.

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Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

International Journal of Multicultural Education ◽

10.18251/ijme.v18i1.1170 ◽

2016 ◽

Vol 18 (1) ◽

pp. 45 ◽

Cited By ~ 4

Author(s):

Pablo Cortes Ramirez ◽

Ashley Taylor Jaffee

Keyword(s):

New York ◽

Culturally Responsive Teaching ◽

Citizenship Education ◽

Culturally Responsive ◽

Local Community ◽

Active Citizenship ◽

Responsive Teaching ◽

Newcomer Students ◽

State Case

<p class="normal">This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students’ understanding of and engagement in active citizenship in their local community(ies).</p>

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