ABSTRACT
Liberal conceptions of multicultural education continue to be very popularly held in a majority of teacher education programs throughout the United States (Kincheloe & Steinberg, 2002; McLaren, 2000; Sleeter & Grant, 2003). Many critical multicultural scholars have strongly criticized these programs with regard to the ways in which their curricular and pedagogical practices have had a very limited impact on helping prospective and practicing teachers develop critical literacies surrounding identity, difference, and power and their relationship to understanding unequal educational outcomes for K-12 students based on their social identities. Against this backdrop, the push for teacher education programs to also prepare students to acquire digital literacies for the new information age and understand how to infuse them across a range of academic content areas has greatly intensified (Kim, Sharp, & Thompson, 1998; Rasmussen & Norman, 1998).
