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AI Summary & Key Takeaways
AI Insight⚡ TL;DR(Too Long; Didn't Read)
Based on these guidelines and the 14 cross cultural dimensions of learning presented in Henderson’s “Multiple Cultural Model” (1996), the author proposes a new evaluation tool to assess the cultural dimensions of existing ICTs.
📌 3 Key Takeaways
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Objective & Hypothesis:“Decreasing Cultural Disparity in Educational ICTs: Tools and Recommendations” are presented, based on a compilation and analysis of relevant research, as a resource for instructional planners and designers.
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Key Findings & Data:“Decreasing Cultural Disparity in Educational ICTs: Tools and Recommendations” are presented, based on a compilation and analysis of relevant research, as a resource for instructional planners and designers.
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Conclusion & Impact:Based on these guidelines and the 14 cross cultural dimensions of learning presented in Henderson’s “Multiple Cultural Model” (1996), the author proposes a new evaluation tool to assess the cultural dimensions of existing ICTs.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:E-Learninig · Assessing · Cultural Disparity
Abstract
“Decreasing Cultural Disparity in Educational ICTs: Tools and Recommendations” are presented, based on a compilation and analysis of relevant research, as a resource for instructional planners and designers. Based on these guidelines and the 14 cross cultural dimensions of learning presented in Henderson’s “Multiple Cultural Model” (1996), the author proposes a new evaluation tool to assess the cultural dimensions of existing ICTs.
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Cite This Article
EDMUNDSON, A. (2003). “Decreasing Cultural Disparity in Educational ICTs: Tools and Recommendations ”. Turkish Online Journal of Distance Education, Cilt: 4 - Sayı: 3. https://ajindex.com/articles/140926