Of the many complex issues facing teachers today, working with students of diverse backgrounds, cultures, and socioeconomic circumstances rises to the top as a concern that directly impacts children’s educational, social, and emotional growth. And with technology becoming more and more central to ways in which students learn and create, unequal access to technology-based tools can present as a challenge to virtual and in-person classrooms alike.
Respond to the following in a minimum of 175 words:
What are some of the challenges you can see in teaching with technology in a class with diverse backgrounds and circumstances?
What are some ways you can use the power of technology in order to teach students to respect and appreciate the diversity represented in their classmates and in the larger community?
What online learning tools might you use in these efforts? Explain and provide specific examples to support your response.
Review the College’s Conceptual Framework.
How does this topic link to the College’s Conceptual Framework and the framework’s philosophical relationship to effective teacher preparation?
environmental values can be defined as the underlying principles and beliefs that a person holds towards the physical environment as defined by Schwartz & Bilsky, (1990). Schwartz (1990) went on to further this definition by suggesting that human values can be grouped into two dimensions with ten motivational areas from self enhancement versus self-transcendence and openness to change versus conservatism (Gatersleben, Murtagh and Abrahamse, 2012). Using this inventory to general human values Stern (2000) went on to determine three of these values that could be attributed to environmental concern to which were; egoism, altruism, and biospherism, with conservative and egotistic individuals less likely to be concerned about the environment. There are many other ways to measure environmental values of which are being continuously developed (Dietz et al., 2005), to which the most commonly used is The New Ecological Paradigm (NEP) (Dunlap et al., 2000), in which measures whether people have either an anthropocentric or ecocentric world view. As in agreement with Stern’s valuations the NEP shows egoism in a negative light with biospherism and self-transcendence being shown in a positive one (De Groot & Steg, 2008). From this value measurement system Stern (2000) was able to emphasise how general values of a person can affect the more specific values and behaviours of a person, to which the NEP affects a person’s awareness of the consequences of their environmentally damaging actions and in turn the awareness of their environmental responsibility, and therefore bestowing a sense of obligation upon the individual. It is these behaviours that this research will set out to identify, if present at all in the participants to see whether these behavioural factors can be used as a tool to changing environmental behaviour. The stark polar-opposite behaviours determined in Schwartz’s (1990) original dimensions can be argued to have been somewhat lessened with the recent emergence of the strong to weak sustainability scale (Pearce and Atkinson, 1993) to which refers to nature being on equal terms with humanity (strong sustainability) to humanity using sustainability as a tool to benefit them, such as placing a price on nature (weak sustainability). The growth of this theory can be seen as a direct result of an increase in environmental sustainability discourse, where the government is making attempts to make a compromise between that of economic growth and environmental sustainability (Barr, 2007). The result of this therefore, especially in the UK, is a great increase in the significance of environmental values instilled in the population where concern for the environment has almost become a social norm (Derksen and Gartrell, 1993). If this research were to also to be true in Leeds, people’s behaviour could be easily changed provided that they have the facilities available to do so (Jackson, 2005) and hence result in an easier task of improving waste management behaviour in Leeds, as discussed i>GET ANSWER