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The contribution of technology in multicultural education is important.

It could be
thought that the computer and the access to Internet could be helpful due to the
diversity that exists in a multicultural classroom. But is it real that stereotypes and
inequities are supported by multicultural education? Is it true that the use of
computer doesn’t ensure the equity and the social justice? Also, who can use the
computer better and how technology is used by the teachers, when diversity
characterizes their classroom?
The access to computer and to Internet is believed that depends on the gender,
the socioeconomic status, the race, the cultural background. Especially, a problem in
using technology is faced by girls and women. Also, children from disadvantaged
economic backgrounds aren’t familiar to technology, because they don’t have a
computer at home. Even public schools can’t have the same access to Internet as
private schools. Moreover, as it is believed that girls can’t be great users of Internet
and computer, they are influenced by this stereotype and so is their attitude toward
technology. On the other hand, boys’ attitude is positive and they feel very
comfortable by using computer.
Furthermore, a difficulty in using the Web is faced by the people with disabilities.
It is supported that even the way that women are presented by technology is based
on sexuality. They are shown as sexual objects and trophies of men. Teachers should
consider the way they will use the Web, the computer in the classrooms so that
digital inequity could be eliminated. Equity and social justice is needed to be
provided in classrooms in order to be ensured in society.
References
Gorski, P. C. (2009). Insisting on digital equity: Reframing the dominant discourse on
multicultural education and technology. Urban Education, 44(3), 348-364.

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