2. Read about Multicultural Education and describe the role of the teacher in describing diversity among learners.

Multicultural education is a set of strategies and materials in education that were developed to assist teachers to respond to the many issues created by rapidly changing demographics of their students. It provides students knowledge about the histories, cultures, and contributions of diverse groups. Multicultural education enables teachers and educators to give value to the differences in prior knowledge, experiences of learners from diverse background and familiarity with students histories and diverse cultures. Multicultural educators seek to substantially reform schools to give diverse students an equal chance in school, in the job market, and in contributing to building healthy communities. One of the leaders in the field of multicultural education describes five dimensions of multicultural education: (1) content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) an equity pedagogy, and (5) an empowering school culture and social structure. It is very important for a prospective teacher to be knowledgeable about differences in cultures, religion, ethnicity, and even language of your students. Teachers must learn as much about and become as sensitive to and aware of racial, ethnic, cultural, and gender groups other than your own. Never make assumptions about an individual based on their perception of that individuals race, ethnicity, culture or gender. Avoid stereotyping. Get to know each student as a unique individual.

3. Identify and describe opportunities provided by exchange programs in the development of World-Class Teachers. Teacher Exchange Programs enhance professional development and broaden perspectives. Several of these programs exist: a) Visiting International Faculty Program (VIF) United States largest cultural exchange program for teachers and schools. Dedicated to transforming lives through international exchange of teachers. Offers qualified teachers from around the world serving as teachers and ambassadors in the United States. b) Fulbright Teacher Exchange Program Teachers and school administration promote mutual understanding between U.S. and countries around the world. c) Inter-African Exchange Program The objective of this program are to provide opportunity for African teachers to learn from teaching environment in other African countries and also aimed to extend experiences and widen the horizon of African teachers by encouraging exchange visits to countries outside Africa as well. d) Canadian Educators Exchange Offers educators and their students an opportunity to broaden their understanding of ones another cultures, customs and languages.

e) Global Teachers Millennium Awards Contribute to the quality of teachers worldwide. Commit to improving the quality of education in South Africa, Ghana, Uganda, and the UK and to promote partnership between the North and South African Countries. 4. There are various Technology Programs that can be used to assist teachers to be innovative in teaching. Discuss each of these: Stand-alone Programs; Programs available in the Internet; and Information Databases. a) Stand-alone Program Software, videodisc, or CD-ROM media Some titles include The Jasper Woodbury Problem Solving Series, Little Planet Literacy Series, Ribbit and the Magic Hats. b) Programs Available in the Internet Knowledge Integration Environment (KIE) teaches students to think of web information as evidence and evaluate it critically with regard to authorship, credibility, and relevance. The GLOBE program (Global Learning and Observations to Benefit Environment) involves students in gathering data about local environment and creating a database open to the globe community. Other programs conduct electronic field trips. This communication allows learners to travel and visit places for global explorations. c) Information Database Print-based materials available in electronic form. These resources take advantage of Hypermedia, the ability to jump in a linear fashion to related information, whether that information is text, graphic, video or sound. 5. As teachers in the future, who will be both learners and users of technology, be familiar with various performance indicators that shall serve as your guide to guarantee your ability to cope with the rapid demand for use of technology in the global classrooms. Identify these performance indicators and state their corresponding standards. a) Technology operations and concepts Teachers should demonstrate an understanding of sound technology operations and concepts. They should: Demonstrate introductory knowledge, skills, and understanding of concepts related to technology. Demonstrate continuous growth in technology knowledge and skills to keep abreast of current and emerging technology. b) Planning and designing learning environment and experiences Teachers plan and design effective learning environments and experiences supported by technology. They should:

 Apply current research on teaching and learning with technology when planning the learning environments and experiences. Identify and locate technology resources and evaluate them for accuracy and suitability. Plan for the management of technology resources within the context of learning activities. Plan strategies to manage student learning in a technology-enhanced environment. c) Teaching, learning, and the curriculum Teachers implement curriculum plans that include methods and strategies for applying technology to maximize students learning. Teachers should: Use technology to support learner-centered strategies that address the diverse needs of students. Apply technology to develop students higher order skills and creativity. Manage students learning activities in a technology-enhanced environment. d) Assessment and evaluation Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. They should: Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. Apply multiple methods of evaluation to determine students appropriate use of technology resources for learning, communication and productivity. e) Productivity and professional practice Teachers use technology to enhance their productivity and professional practice. They should: Use technology resources to engage in ongoing professional development and lifelong learning. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Apply technology to increase productivity. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. f) Social, ethical, legal, and human issues Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in schools and apply those principles in practice. They should: Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Identify and use technology resources that affirm diversity. Promote safe and healthy use of technology resources. Facilitate equitable access to technology resources for all students.