Technology and the Deep Play of Intercultural Teacher Education: A Reflection on Two Seminal Writings of Clifford Geertz
Contemporary Issues in Technology and Teacher Education
Teacher Education, Technology Uses in Education, Educational Technology, Elementary Secondary Education, Cultural Awareness, Cultural Influences, Faculty Development, Multicultural Education, Student Diversity
Education | Educational Technology | Teacher Education and Professional Development
The selection of a seminal piece on intercultural issues in technology and teacher education was challenging. Researchers interested in the field come from numerous fields of study, including education, anthropology, sociology, psychology, economics, business, international relations, and communication. The two essays by Cliffort Gertz (1973a, b) discussed in this paper come from the anthropological field to challenge readers with important questions about what it really means to appreciate and model intercultural education. Gertz's essays established the terms deep play and webs of significance. Two illustrations are provided of how technology can be used in teacher education to address these issues: Reading Classroom Explorer, which is a tool that can be used to promote intercultural appreciation of pedagogical and student diversity; and K-12/university professional development communities. The paper ends with a discussion about culture, teacher education, and educational technology that recognizes the challenges of multiple cultures and the role of thick description to get at such cultures. When this mature intercultural view of educational technology is realized, it is easier to see that the concept of a digital divide is often oversimplified and should be related to processes of adoption and diffusion of innovations (Rogers, 1995) through multiple cultures and intercultures.
Ferdig, Richard E. and Dawson, Kara (2005). Technology and the Deep Play of Intercultural Teacher Education: A Reflection on Two Seminal Writings of Clifford Geertz. Contemporary Issues in Technology and Teacher Education 4(4), 489-503. Retrieved from https://digitalcommons.kent.edu/ldespubs/38