Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Abstract This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology‐supported learning environments (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of the instrument. The construct validity of this instrument was examined via confirmatory factor analysis and a multidimensional partial credit model for item responses in which an 18‐item instrument (4 items regarding cultural values, 3 regarding culturally relevant curricula, 4 regarding cultural scaffolding, 3 regarding multicultural collaboration, and 4 regarding integrating with technology and multicultural perspectives) was validated after the elimination of 4 items. The reliability of the instrument was found to be satisfactory according to multidimensional versions of the partial credit model analysis. Regression analysis showed that technology experiences and technology experiences in teaching were positive predictors while school level was a negative predictor of teachers’ perceived CRT in TSLE. Elementary school teachers were more likely to have positive perceptions of CRT in TSLE than were secondary school teachers. Practitioner Notes What is already known about this topic Well‐developed culturally responsive teaching (CRT) frameworks can facilitate teachers' understanding of how students' cultural backgrounds and experiences can be used to enhance student learning. Digital tools and technology activities have been demonstrated to be among the best practices for teaching to multicultural classrooms due to the large differences in ethnically diverse student populations. CRT is a fundamental pedagogical approach that should be included in teacher preparation and applied in learning activities in culturally diverse classrooms. What this paper adds We developed and validated an instrument for assessing teachers' perceptions of CRT perceptions in technology‐supported learning environments (TSLE). Results from this study showed that teachers' technology experiences and technology experiences in teaching were found to positively predict teachers' perceived CRT in TSLE. School level was found to be a negative predictor of teachers' CRT perceptions in TSLE, indicating that an elementary school teacher was more likely to have a positive perception of CRT in TSLE than a secondary school teacher. Implications for practice and/or policy Professional training and pedagogical modelling of technology use, especially in classrooms with culturally diverse students, is highly recommended. More technology‐related knowledge and more experience using technology in teaching may prompt teachers to modify their teaching within culturally diverse students in TSLE.