Unique Needs and Opportunities of Preparing Black Teachers: Capitalizing on Candidate Participation in Distance Education

• In Event: 28.049 - Preparing African American Teacher Candidates to Enact Culturally Responsive Pedagogy: Lessons From a Historically Black College/University

Abstract

This presentation will explore the ways in which Culturally Responsive Pedagogy (CRP) and the lens of Diffusion of Innovation Theory are used within online educational technology courses for senior level teacher candidates.

As many HBCU's are exploring ways of maintaining their relevance amongst pundits, growing bodies of research are examining and emphasizing the need for HBCUs to enhance innovative technology and related infrastructure as a means of competing with Predominantly White Institutions ( PWI's) and For Profit Colleges and Universities ( Nealy, 2009; Hodge-Clark, Daniel, and Association of Governing Boards of Universities, 2014; Snipes, Ellis, and Thomas, 2006). Although bodies of research are growing related to the ways that HBCU's are using technology, a number of gaps still exist. This paper seeks to contribute towards those bodies that explore the ways that HBCUs use technological innovations to enhance pedagogical training for African American teacher education candidates.


Rogers (2003) Diffusion of Innovation Theory and Culturally Responsive Pedagogy (CRP) Ladson Billings (1992, 1995) frame this research. Rogers (2003) found that innovations are diffused or communicated through channels over time to members of a particular social system. He also found that there are 5 categories of innovativeness that members may fall into as they begin to consider adapting new technologies. CRP explores the ways in which teachers can contribute to the development of students by understanding their identities and social relationships. Characteristics of this teaching include: respecting different cultures, empowering students to value all cultures in addition to their own, a culturally based curriculum, relating to life experiences of students, teaching based on learning styles, creating classroom community, and setting high expectations (Ladson Billings, 1992, 1995). This presentation will explore ways in which urban education teacher candidates learn to advance their skills in the use of technology through exposure to CRP. Data analysis examines pre and post assessments of the 5 categories of innovativeness of students as they begin their online course and after their exposure to CRP. An examination of individual teaching strategies will be discussed.

Data was collected through quantitative pre and post surveys given to 35 students. The questions explore factors contributing to the 5 categories of Rogers (2003) level of innovativeness: Innovators, Early Adopters, Early Majority, Late Majority, and Laggards. Participants are comprised of students enrolled in two online educational technology courses offered in an urban teacher education program. There are 25 African American students, 8 Latino students and 1 White student. All students range from ages 19-21.

Data analysis shows that there are positive outcomes for online urban education teacher candidates that have been exposed to culturally responsive pedagogy during the course of a semester. Teacher candidates showed systematic improvement in their course participation and satisfaction, overall. Candidates showed an increase in innovation categorical level, between pre and post measurement on the Innovation Measurement tool. They also expressed favorable comments in support of the CRP strategies that were implemented within the course.

Author

• Valerie Riggs, Morgan State University