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Embodying Critical Self Reflection: When Multicultural Education Goes Digital
PROCEEDINGS

, University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes how preservice and inservice teachers’ critical self reflections of a historical tragedy - Tulsa Race Riot - are made alive and visible through multimedia projects and web 2.0 tools. Students in a multicultural education course was originally required to write a analysis paper about the riot, but during the course the instructor learned students different interests and creativities, so the instructor gave students choices to make creative projects that can take the forms of poem, painting, story-telling, audio, or video to embody their learning. Their final products reflected not only their analysis and understandings, but also their personal feelings, reactions, and emotions toward the tragedy that happened just in their backyard.

Citation

Hoyt, M. (2012). Embodying Critical Self Reflection: When Multicultural Education Goes Digital. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1529-1531). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2020 from .

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