Technology & Multi-culturalism:
This presentation is the property of its rightful owner.
Sponsored Links
1 / 34

Asmaa Ganayem Dr. Miri Shonfeld Dr. Elaine Hoter PowerPoint PPT Presentation


  • 65 Views
  • Uploaded on
  • Presentation posted in: General

Technology & Multi-culturalism: Can technology bridge the gap between Jews and Arabs in Teacher Education?. Asmaa Ganayem Dr. Miri Shonfeld Dr. Elaine Hoter. Miri Shonfeld Head of ICT Kibutzim college. Asmaa Ganayem Head of ICT Al-Qasemi college. Elaine Hoter Head of ICT

Download Presentation

Asmaa Ganayem Dr. Miri Shonfeld Dr. Elaine Hoter

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Asmaa ganayem dr miri shonfeld dr elaine hoter

Technology & Multi-culturalism:Can technology bridge the gap between Jews and Arabs in Teacher Education?

Asmaa Ganayem

Dr. Miri Shonfeld

Dr. Elaine Hoter


Asmaa ganayem dr miri shonfeld dr elaine hoter

Miri Shonfeld

Head of ICT

Kibutzim college

Asmaa Ganayem

Head of ICT

Al-Qasemi college

Elaine Hoter

Head of ICT

Talpiot college


2008 statistics

2008 Statistics

  • The Jewish population living in Israel is 5,400,000

  • The Arab population is 1,400,000 which amounts to 20% of the total population in Israel


Arab society in israel

Arab Society in Israel

  • Identity crisis: Israeli-Arab conflict.

  • Language: Arabic & Hebrew

  • Social Arab-Jews relation: live mostly in separate areas

  • Discrimination: wide gaps in different socio-economic aspects


Religious israeli jewish

Religious Israeli Jewish

  • separate education system

  • different political affiliation

  • Social secular-religious relations: live often in separate areas and communities

  • Lack of understanding between groups


What is peace for jews living in israel

What is peace for Jews living in Israel?

  • Negative peace: the absence of violence

  • Positive peace: cooperation, harmony, commerce, & mutuality

  • Structural peace: equality, independence, and sovereignty


What is peace for arabs living in israel

What is peace for Arabs living in Israel?

  • Negative peace: the absence of violence

  • Positive peace: cooperation, harmony, commerce, & mutuality

  • Structural peace: equality, independence, and sovereignty


What is peace

What is peace?

  • Negative peace: the absence of violence

  • Positive peace: cooperation, harmony, commerce, & mutuality

  • Structural peace: equality, independence, and sovereignty

Percentage of responses (N = 819; Biton, 2002).


Asmaa ganayem dr miri shonfeld dr elaine hoter

Is it the role of a teaching college to reduce these biases among students studying in pre-service education?

Can ICT help to improve understanding among students?

?

?


Asmaa ganayem dr miri shonfeld dr elaine hoter

We are not trying to solve the conflict or hold discussions on issues of the conflict, but we are facilitating a meeting between students on an equal basis according to the model developed with the belief that this will lead to change !


Theories

Theories

Pettigrew and Tropp’s summary of the contact hypothesis (2000) confirmed that in the right conditions, contact could reduce bias between groups.

Necessary conditions:

the long term contact between groups rather than individuals, between people of equal status, supported at an institutional level and based on cooperation rather than competition.


Online intergroup contact hypothesis

Online Intergroup Contact Hypothesis

  • Equality of status and collaboration

  • Supported by institutions

  • Over a period of time (one year)

  • Based on collaboration

  • Gradual development between groups

    • Writing

    • Voice

      • Collaboration

    • F2F

      (Shonfeld, Ganayem and Hoter, 2006)


Asmaa ganayem dr miri shonfeld dr elaine hoter

Aims

  • Students will experience online collaborative learning with different populations they would never normally meet.

  • Students will be proficient internet users

  • Students will be able to integrate the internet in their teaching

  • Students will be able to develop and adapt online material

  • Students will participate and be exposed to Inter and multicultural education


How did it work

How did it work?

Kibbutzim College of Education

AlQasemi

Academic college

Talpiot Teacher’s

College


Small multi cultural group

Small multi-cultural group


How does it work with 9 colleges

How does it work with 9 colleges?


The students were divided into topic groups

The students were divided into topic groups


Meetings

Meetings


F2f meetings in each college

F2F meetings in each college

Explanations of how to use the technologies


Synchronous meetings

Synchronous meetings

More than 50% of the meetings were synchronous

The studentsconnected from different places


A synchronous meetings

A-synchronous meetings


F 2 f

F2F

In the middle and end of the course


Cooperative teaching

Cooperative Teaching


Collaboration trust and harmony

Collaboration, trust and harmony


Division of labour

Division of Labour

team work:

  • planning units

  • giving online lectures

  • Evaluating assignments


The oich model online inter group contact hypothesis

Reduction in bias between groups

Face to Face end of course meeting and presentation of projects

Face to Face meeting of small groups- (discussions & collaborative work) & lecturers 4 all participants

Textual

Individual A-synchronous work

Synch. individualwork&a-synch.groupwork

Collaborative synch. group work

Wiki (Web 2)

Forums & Blogs & synchronous platforms

High trust level

Low trust level

Video conferencing & multimedia

Low level thinking assignments

+audio

+oral/ aural

+visual

Peer review

Parallel & sequential

collaboration

Synergistic collaboration

Dialogue

High level thinking assignments

Environment

Levels of Thinking

Building of

Trust

Educational Technological type

Media

Type

Communication type

Required conditions for the OICH Model

Small group cooperation & collaboration

Institutional support

Interaction over a year

Team teaching

Content a-political

Equality of Status

Teachers belong to the different cultural groups

The OICH Model: online inter-group contact hypothesis


Asmaa ganayem dr miri shonfeld dr elaine hoter

The graduates of the courses lead children in schools in online multicultural projects

Online collaborative courses between students of the different colleges

collaboration for research, conferences & initiatives

Connections

between

colleges


Problems encountered

Problems encountered

  • Segregation issues

  • Language issues

  • Collaborative issues

  • Timetable issues- (festivals and holidays)

  • Political issues


Question

Question

To what extent can the Internet play a role in bridging between cultures and reducing bias among groups?


Implications and future plans

Implications and Future Plans

  • Involving more colleges

  • Working with in-service teachers

  • Going into schools


Http tak macam ac il

http://tak.macam.ac.il

[email protected]


  • Login