Multicultural Education/Digital Divide
January 2005 Volume 13, Number 1
Table of Contents
Number of articles: 5
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Education Equity and the Digital Divide
Paul Gorski, Hamline University, United States
The term "digital divide" has traditionally described inequalities in access to computers and the Internet between groups of people based on one or more dimensions of social or cultural identity.... More
pp. 3-45
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Are There Gender Differences in Web-Based Learning? An Integrated Model and Related Effect Sizes
Hermann Astleitner, University of Salzburg, Austria; Richard Steinberg, City College of New York, United States
This literature review examines the published fi ndings from research studies dealing with web-based learning (WBL) and measured gender effects. Particularly, the review presents a theoretical... More
pp. 47-63
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The Global Needs Assessment: Instructional Design Considerations for a Global Community
Susan Barnhart, Spoon River College, United States; Dave Faldasz, Versatile Solutions, United States; Jody Hancock, Chattanooga State Technical Community College, United States; Patricia Cox, Saskatchewan Institute of Applied Science and Technology, Canada
With the advent of e-Learning and technology, the classroom is no longer comprised of students from the local community, but rather a potentially heterogeneous group of learners from around the... More
pp. 65-72
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Educational Technoethics: As a Means to an End
Pilar Cortés Pascual, University of Zaragoza, Spain
Technology and means of communication need an ethical analysis, which should be developed in educational contexts, so that they can be used suitably. This idea is materialized in the concept of... More
pp. 73-90
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Maintaining the Curricular Philosophies of a Multicultural Education Course: From Face-to-Face to eLearning Environments
Lisa Jones, University of Houston-Clear Lake, United States
It is not easy to transfer a face-to-face course to an online environment; multicultural education is one such course. While multicultural education courses and other traditional face-to-face... More
pp. 91-99
