AbstractsEducation Research & Administration

Culturally responsive educational technology

by Mary Therese Hattori

Institution: University of Hawaii – Manoa
Year: 2015
Keywords: Micronesia
Posted: 02/05/2017
Record ID: 2063927
Full text PDF: http://hdl.handle.net/10125/100502


D.Ed. University of Hawaii at Manoa 2014. Teacher education programs have long acknowledged the importance of cultural competence as well as technology proficiency in practitioners. It is generally accepted that improvements to learning occur when educators are skilled in addressing both domains; in the United States, National Educational Technology Standards have been adopted by all states. In 2011, UNESCO's Institute for Information Technologies in Education recommended policy structures and initiatives to empower Indigenous peoples, calling for 'educators who are competent in using information and communication technologies in culturally responsive ways.' Culture is recognized as an essential factor, yet its relationship to educational technology practices has not been explored. Graduation requirements of teacher education programs include coursework in multicultural education and educational technology; these fields represent two separate but essential strands in most programs. There is a paucity of information on 'culturally responsive uses of information and communication technologies' in texts used in multicultural education and educational technology courses. This is also an issue for in-service faculty at all levels. Professional development opportunities address culture-based teaching and technology integration as disconnected topics. This dissertation explores how and why these two currently-distinct strands should converge and be interwoven; to intersect and add depth, color and strength to the fabric of the praxis of educators. The overarching question of this study is, 'What can we learn about indigenizing educational technology by examining the experiences of technology-using Indigenous educators?' This question was addressed though a qualitative action research study using focus group interviews embracing a research design and methodologies that honor Indigenous ways of being, ways of knowing and values. Participants described their views of learning and teaching in a manner consistent with this framework and identified characteristics of education consistent with Indigenous Learning Theory. They identified ways that technology can be used to support Indigenous learners, concerns around inappropriate uses of technology and reflected on their own work, sharing aspirations about technology. This work can promote a deeper understanding of Indigenous cultures of the US-affiliated Pacific Islands and advance educational technology practices that create harmonious learning experiences for Indigenous students and educators at all levels.