Amplifying Learning in Higher Education through Interventional Tools of Culturally Responsive Pedagogy and Technology-Centric Learning
Higher education is a exponentially diversifying, both, intrinsically and extrinsically, through the delivery of content and the dynamic learning audience. The uniqueness of culturally responsive and technology centric education will increase interactivity, keep the students engaged, and enhance learning skills.
Globalization and resultant international mobility, especially in higher education sector, have created a situation where interaction between teachers and students from diverse cultural backgrounds might adversely, albeit unintentionally, impacting the effective learning outcomes. Culture can simply be understood as a product of nature and nurture. With the varying understanding and intricacies of cultural textures, inclusivity becomes a challenge.
The situation has amplified in the wake of ongoing Covid-19 pandemic, as students and educators adapt to the new normal of remote learning and teaching. The new normal has shaped a first-hand notion for all, adding a new layer to culture. According to the Economist Intelligence Unit’s publication titled “New Schools of thought: Innovative models in delivering higher education”, the ripple effects of the pandemic are likely to compel the educators to future-proof higher education by largely resorting to online education with the help of technology.
The research proposes to use two tools, namely, culturally responsive pedagogy and technology-centric learning to ensure that the learning outcome is optimal. students. Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).
For the purpose of this study, culturally responsive pedagogy will be based on eight competencies of culturally responsive framework by Jenny Muniz. An educator must understand the student population and then individual cultural backgrounds, needs, interests, preferences and experiences through personal interviews and questionnaires. Technology-centric education is based competency based education (CBE). CBE rigor is unconventional, in a way, where students focus on understanding and grasping the concept.
An exploratory qualitative case study design is proposed for the research. A representative sample of higher education students at a university will be selected with at least one third of them diverse international backgrounds. Direct interviews and questionnaires with 7-point Likert scale are the research instruments.
The expected outcome of the research results will show the extent to which the cultural influences are filtered via culturally responsive education and the impact of CBE to learning outcomes of students in person-centered environment.
Level of Participation:
The session is structure as a discussion to share the best practices of using technology tools in higher education. Following the introduction, all attendees will get a brief introduction on the advantages of culturally responsive pedagogy and technology-centric education. Towards the end of the session, attendees will be able to create a sample framework for their classes.
Session learning goals:
All participants will be able to identify the value of inclusive teaching and learning, for a positive and holistic impact on student learning outcomes. This will also give them a platform to be creative in engaging students in a blended environment.