Advertisement

“Do You Care Where I Come from?” Cultural Differences in the Computer Literacy Classroom

  • Simona VasilacheEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 1034)

Abstract

We live in a globalized world and multicultural environments are everywhere. Academic environments and classrooms are no different: students come from all over the world and participate in multicultural classes. The impact of cultural differences is receiving increased attention in many fields, including education. However, computer literacy classes are often excluded, with the so-called “computer language” considered universal, and not culturally dependent.

This work will focus on the cultural differences in the computer literacy class, on the perception of students with regard to these differences and on possible approaches by educators.

The results show that students are acutely aware of cultural differences in the classroom. Moreover, they believe that these differences are relevant when learning computer literacy, as much as they are in any other subject. The suggestions, comments, as well as the teacher’s empirical observation reinforce the belief that, in an international environment, a culturally-adapted classroom style is needed in naturals science subjects, as much as in social science subjects.

Keywords

Computer literacy International students Multicultural environments 

References

  1. 1.
    Jacob, S.R., Warschauer, M.: Computational thinking and literacy. J. Comput. Sci. Integr. 1(1) (2018)Google Scholar
  2. 2.
    Hoar, R.: Generally educated in the 21st century: the importance of computer literacy in an undergraduate curriculum. In: Proceedings of the Western Canadian Conference on Computing Education, p. 6. ACM (2014)Google Scholar
  3. 3.
    Poynton, T.A.: Computer literacy across the lifespan: a review with implications for educators. Comput. Hum. Behav. 21(6), 861–872 (2005)CrossRefGoogle Scholar
  4. 4.
    Wada, T., Takahashi, H.: Quantitative analysis of computer literacy class. In: INTED2012 Proceedings, pp. 5788–5793 (2012)Google Scholar
  5. 5.
    Parrish, P., Linder-VanBerschot, J.: Cultural dimensions of learning: addressing the challenges of multicultural instruction. Int. Rev. Res. Open Distrib. Learn. 11(2), 1–19 (2010)Google Scholar
  6. 6.
    Hofstede, G., Hofstede, G.J.: Cultures and Organizations: Software of the Mind, 2nd edn. McGraw-Hill, New York (2005)Google Scholar
  7. 7.
    Lewis, R.D.: When Cultures Collide: Leading Across Cultures, 3rd edn. Nicholas Brealey International, Boston (2006)Google Scholar
  8. 8.
    Alismail, H.A.: Multicultural education: teachers’ perceptions and preparation. J. Educ. Pract. 7(11), 139–146 (2016)Google Scholar
  9. 9.
    Banks, J.A., Banks, C.A.M. (eds.): Multicultural Education: Issues and Perspectives. Wiley, Hoboken (2009)Google Scholar
  10. 10.
    Vasilache, S.: Student perspectives of computer literacy education in an international environment. Univ. J. Educ. Res. 4(6), 1426–1431 (2016)CrossRefGoogle Scholar
  11. 11.
    Xie, A., Rau, P.L.P., Tseng, Y., Su, H., Zhao, C.: Cross-cultural influence on communication effectiveness and user interface design. Int. J. Intercult. Relat. 33(1), 11–20 (2009)CrossRefGoogle Scholar
  12. 12.
    Aronson, B., Laughter, J.: The theory and practice of culturally relevant education: a synthesis of research across content areas. Rev. Educ. Res. 86, 237–276 (2016)CrossRefGoogle Scholar
  13. 13.
    Civitillo, S., Juang, L.P., Badra, M., Schachner, M.K.: The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: a multiple case study. Teach. Teach. Educ. 77, 341–351 (2019)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Graduate School of Systems and Information EngineeringUniversity of TsukubaTsukubaJapan

Personalised recommendations