1 Multicultural perspectives on technology: An experiential model in distance education Tel Amiel, Mike Orey Department of Instructional Technology – University of Georgia (tamiel,mikeorey)@uga.edu Abstract. Teaching in online learning environments has tended to replicate the methods of teaching in face-to-face classrooms, limiting the impact of distance education. Here we present a model that counters this trend on the grounds of differences between two modes of learning: instrumental and communicative. We argue that these differences cannot be ignored in virtual environments. A new course entitled Multicultural Perspectives on Technology is the context for the discussion of this new model. Course evaluation data is presented and discussed. Introduction The face of education has changed worldwide. Of the many developments in education, two of the most vital forces are those of emerging educational technologies and the recognition of the multiple cultures in the classroom (e.g., Sleeter & Tettegah, 2002). As technology breaks the boundaries of the classroom, reaching out to different communities, the school will become increasingly heterogeneous. Technology and diversity are cyclical currents. As technology increases outreach through distance education, the school will encompass a more varied population of students. An increasingly diverse student base then requires the sensible use of technologies. Teachers must be prepared to thrive in such an environment by leveraging these two forces towards enhancing the educational experiences of students. Doing so is a complex task for teachers accustomed to replicating traditional teaching methods in ever- changing classrooms. An online course entitled “Multicultural Perspectives on Technology” grew out of the need to embrace and reflect on these changes. This course was first taught during a program conducted through a bi-national consortium formed by four universities, two in Brazil and two the United States. Undergraduate students from both countries traveled abroad for one semester (or longer) to conduct international service-learning projects (Kiely, 2005). within the public school system in the host country. Students worked on independent projects, which followed the principles of multicultural education and made sensible use of educational technologies. The course was designed around the need to grapple with abstract concepts such as education and technology. In order to foster a learning environment in which these concepts could be learned, a unique pedagogical model for online instruction was devised. Learning “From” Media Online instruction has not only borrowed traditional methods of teaching, but also carried forth the principles on which traditional classroom instruction has been based. Online learning has strongly carried the conventional expository method of teaching. Many of the pitfalls of online instruction can be attributed to the faulty assumption that online courses can be taught following the same principles as face-to-face instruction