Equity and Diversity in Classroom Computer Use: A Case Study

Ines M. Chisholm

Journal of Computing in Childhood Education, Vol 6, No. 1 1995, p. 59-80

Teacher education and educational research generally focus on computer hardware and software operation, rather than on effective classroom technology management. However, teachers' management of classroom computers largely determines children's learning and computers access. It is imperative that educators understand how effective teachers manage and use computers with culturally diverse students. This paper presents findings from a case study exploring how an effective teacher in an urban multicultural classroom uses computers. The study addresses four research questions that seek to identify effective management and instructional strategies. The study also examines how management strategies and computer software support learning style differences and provide equitable computer access. The researcher collected data through direct observation, videotaping, and teacher and student interviews. Triangulation of data sources and a trained second observer provided a comprehensive view of the classroom and corroborated the researcher's observations with student and teacher perceptions. The results support previous research findings which indicate that effective teaching of minority children involves children in decision-making, challenges learners, offers meaningful learning experiences, provides autonomy, and holds high student expectations.

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