Review of "Convergence of Technology and Diversity" by W. Gaudelli

Journal Review of “Convergence of Technology and Diversity: Experiences of Two Beginning Teachers in Web-Based Distance Learning for Global/Multicultural Education”

Ray Etheridge

Western Washington University

Gaudelli, W., (2006) Convergence of Technology and Diversity: Experiences of Two Beginning Teachers in Web-Based Distance Learning for Global/Multicultural Education. Teacher Education Quarterly, 33(1), 97-116.

Review

The article begins with a discussion of the importance of technology in the modern world, the need for new teachers to become familiar with it, as their digitally native students surely are, and the simultaneous need for diversity education. This is followed by a lengthy discussion of national accreditation standards, a review of the history of distance learning. Following this the author discusses his design for the study, in which two new teachers took a class on the convergence of technology and diversity and reported on their observations in regards to it and their actual practice of teaching. The author goes to considerable length to include their backgrounds, one a young female white teacher from suburbia with little teaching experience and the second a Hispanic male from a socio-economically disadvantaged community with a great deal of multicultural and education experience. He then goes on to discuss their responses in relation to the responses of the rest of the background students in the class and this is followed by his analysis of their experiences and conclusions about the implementation of the program and directions for future inquiry in the subject, particularly noteworthy is the need for greater support for new teachers in how to use specific tools for their teaching and the difficulty in doing so as the convergence of these issues is all too often given to the new teachers as burden with little to no guidance or help rather than included as part of their instruction. This is made particularly more difficult due to the fact that new teachers are on the lowest ranking rung on the educational ladder and frequently do not have the resources available to them or the support of the administration who seem more interested in high stakes testing, specific assessments and basic skills, as detailed in his earlier discussion of the teachers responses.
At first the article seemed dry and rather slow, and I wondered exactly what the author was trying to relate. The limitations of the study are obvious, small sample size; limited study responses and concern over applicability are all major concerns. However, once the actual responses of the two teachers involved are related it all becomes clear. The article is more of an in-depth piece about the trials and tribulations of people in virtually the same boat I will find myself in one short year. Their responses are authentic and straightforward and given insights into the problems faced by new teacher in such a way as to make the article extremely enjoyable to read and should be required reading for anyone involved in setting up a new program of instruction or in charge of teacher training anywhere. The author’s analysis of their trials and responses is thoughtful, insightful and reveals the layers lying behind the difficulties faced by these teachers and his recommendations for inquiry and helpful in both new teacher and teacher preparation education alike in understanding the situation and challenges faced by new teachers being asked to engage in the creation of the new digitally native curriculum. Particularly interesting is his discussion of how these different and diverse strands of teaching are coming together in a convergence of issues and challenges that all involved need to consider as we move forward into the future of teaching and how even greater teacher preparation and training are needed to make the leap from such training to being able to ensure the success of students in the ever increasing complex world of modern education.