Culture, Learning, and Technology

Research and Practice

Angela D. Benson, Roberto Joseph, Joi L. Moore

• Publisher: Routledge
• Year: 2017
• ISBN:
  9781317400905
• Edition: 1
• Topic: Education
• Subtopic: Inclusive Education

Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.

1
Introduction to Culture, Learning, and Technology

Research and Practice

Angela D. Benson, Roberto Joseph, and Joi L. Moore

Research over the past two decades has found that students who are allowed to identify with their home languages and cultures in their schools and communities can improve their learning (Banks, 1993; Ladson-Billings, 1994; Lee, 2007; Nieto, 2010). As our schools become more diverse, our learning environments and instructional products must meet the needs of the increasingly diverse student population. In order to promote student engagement among these learners and provide meaningful learning experiences for them, scholars in the field of instructional design and technology (e.g., Young, 2009; Richey, Klein, & Tracey, 2011) have begun to provide guidelines and models to incorporate cultural values in the design and development of learning environments that utilize technology.

Other scholars, as represented in the Culture, Learning and Technology (CLT) division of the Association for Educational Communications and Technology (AECT), are focused more broadly on the

intersections and syntheses of culture, learning, and technology with particular emphases on championing inclusiveness and equity for the entire spectrum of human identification from individual, organizational, and behavioral contexts. These contexts include self-identification as well as societal identification that may influence one’s experience with technology and learning.

(Culture, Learning and Technology Division, 2016)

This book brings together in a single collection a series of 13 chapters that represent the spectrum of work being done at the intersection of CLT. The chapters present 1) theoretical and philosophical views of CLT; 2) research studies that examine various implementations of CLT; and 3) projects that employ best practices in CLT. The chapters represent a broad conceptualization of CLT and encompass a variety of settings. In this introduction, we present the definitions of culture, learning, and technology that bind these chapters followed by an overview of each chapter.

What is Culture?

While there are many definitions of culture, the concept remains difficult to define (Spencer-Oatey, 2012). In this volume, we embrace the broad view put forth by Spencer-Oatey (2008):

Culture is a fuzzy set of basic assumptions and values, orientations to life, beliefs, policies, procedures and behavioural conventions that are shared by a group of people, and that influence (but do not determine) each member’s behaviour and his/her interpretations of the ‘meaning’ of other people’s behaviour.

(p. 8)

Using the mathematics term “fuzzy set” to define culture is instructive and important. In mathematics, a set clearly indicates what is a member of the set and what is not. A fuzzy set, on the other hand, has boundaries that may be considered flexible. Membership in a fuzzy set is not “in” or “out,” but to what degree. The fuzzy set approach to culture positions us to view individual members of a culture as sharing the characteristics of that culture to a certain degree. The definition allows for multiple types of cultures, including race-based cultures, gender-based cultures, ethnic cultures, national cultures, social class-based cultures, organizational cultures, group cultures, learning space cultures, etc. Further, the definition allows for individuals to belong to multiple cultures, sharing the characteristics of each culture to a certain degree.

What is Learning?

Learning can also be characterized in different ways. In this book, we adopt the broad definition of learning as a change in knowledge, skills or attitudes as a result “of experience, study or being taught.” As such, we recognize that learning is a cultural process: a variety of ideas, life experiences, traditions, and beliefs of a learner integrated within activities at home, school, church, sports, and communities (Nasir, Rosebery, Warren, & Lee, 2006).

Learning may be formal or informal. “Informal learning is any activity involving the pursuit of understanding, knowledge or skill which occurs without the presence of externally imposed curricular criteria” (Livingstone, 2001, p. 4); while formal learning is the activity that occurs in virtual and physical classrooms around established curricula. Some examples of formal learning are K-12 courses and professional development courses within organizations. Informal learning does not include prescribed activities, but allows exploration of interesting topics in different settings. Learning may also be intentional wherein activities are focused on specific concepts and topics, while incidental learning can be unintentional and spontaneous.

Jonassen, Howland, Moore, and Marra (2003) emphasize the importance of creating meaningful learning activities with the instructor serving more as a facilitator to guide and engage learners. Characteristics of meaningful learning include:

• Active (Manipulative/Observant): Within natural environments, learners manipulate objects, observe intervention effects, and create their own explanations when interacting with objects and concepts.
• Constructive (Articulative/Reflective): Learners are able to reflect and describe their observations and activities to build their own mental models.
• Intentional (Reflective/Regulatory): Learners are able to deliberate and discover more when they are actively pursuing a cognitive goal.
• Authentic (Complex/Contextualized): Learning activities are designed within natural contexts, which can improve understanding and transference to new and real-world problems.
• Cooperative (Collaborative/Conversational): Conversations, group experiences, and social negotiation of ideas fit the knowledge building communities that learners confront within non-formal learning environments.

What is Technology?

While many think of technology as tools and artifacts, we define technology to include both process and product technology (Reiser, 2001a; 2001b). Product technologies include the tools and artifacts, or media, which most people readily recognize as technologies. These tools are often used for the design, delivery, and mediation of learning and communications. Some examples of product technologies are learning management systems for virtual learning delivery, whiteboards for in-class instruction, and ebooks and tablets for homework assignments. Process technologies, on the other hand, are the models and methods that guide the design and development of curriculum and instruction. These include curriculum and instructional design process, teaching methods, and instructional strategies.

The traditional learning technologies described above provide one dimension of technology that supports learning. With the pervasive use of tools in our everyday lives, many types of technologies impact how people learn. A quick “Google search” on our mobile devices provide “just in time” learning experiences for topics and ideas without the need for a formal and structured learning environment. However, the quick and easy access to content within different types of environments can lead to a false sense of comprehension and knowledge when users do not realize the content may be misinformation.

Another important component of technology that supports learning is the pedagogical usability. The entire technology-supported learning environment, which includes the interface, content, and tasks, must support different types of learners in various learning contexts (Silius & Tervakari, 2003). Although technology usage should be intuitive and simple for interactions with instructional materials, people will sometimes learn and adopt inefficient processes based on the technology design. These inefficiencies become the “de facto standard” for certain designs, which can eventually impact the overall learning experience. Therefore, the technology can unintentionally affect attitudes and interactions that impact the culture of a group of users.

What is in this Book?

The chapters in this book are representative of the breadth of work being done at the intersection of CLT. They reflect many different perspectives of culture, types of learning, and applications of technology.

In Chapter 2, Critical Pedagogy and Educational Technology, Amy C. Bradshaw defines critical pedagogy, introduces its key concepts and premises, explores tensions and resonance between the priorities of critical pedagogy and educational technology, and suggests an initial approach toward reconciling the fields.

In Chapter 3, Revisiting Instructional Technologists’ Inattention to Issues of Cultural Diversity among Stakeholders, Deepak Prem Subramony presents a sequel to his thought-provoking 2004 position paper calling attention to the mainstream instructional technology (IT) research and development community’s continued disregard for important issues related to cultural diversity among learners. This chapter explores the progress made by the IT community over the past decade in acknowledging and responding to issues connected to cultural diversity among those impacted by its research and practice.

In Chapter 4, Globalization, Ironic Binaries, and Instructional Technology: Toward the Emergence of a Robust Critical Theory of Technology, Michael K. Thomas argues that the context of globalization and the central role of technology in contemporary life oblige instructional designers to work toward the development of a robust critical theory of educational technology that use the interrelated notions of the technological sublime, neoliberalism, and performative implementation for the analysis of technology-rich innovations for learning and to provide a solid foundation for practice in the field.

In Chapter 5, Hip-Hop Music as A Pedagogical Tool: Teaching with Hip-Hop in Global Contexts, Akesha M. Horton, Erik J. Byker, and Keith Heggart present a case study of the design and delivery of a global hip-hop music course for secondary students. This chapter uses Critical Cosmopolitan Theory to examine the design and delivery of a global hip-hop music course (Hip Hop for Global Justice) for secondary students in Australia.

In Chapter 6, Examining the Use of an Online Cultural Module to Increase Learners’ Intercultural Sensitivity, Joseph M. Terantino investigates the use of an online cultural learning module that was designed according to Merrill’s (2002) First Principles of Instruction. The research explores the inclusion of native speaker perspectives in the module and its ability to aid in developing intercultural sensitivity among university students.

In Chapter 7, How Cultural Factors Influence the Use of Social Constructivist-Based Pedagogical Models of Distance Learning: Examining Japanese Online Collaborative Behaviors, Bodi Anderson examines distance learning in Japan using a coding scheme that analyzes collaborative learning. Findings from the study provide empirical evidence that cultural factors have a significant impact on how learners perceive, experience, and interact in distance learning environments in a manner that contradicts many core social constructivist principles.

In Chapter 8, Culture and Computational Thinking: A Pilot Study of Operationalizing Culturally Responsive Teaching (CRT) in Computer Science Education, Leshell Hatley, Cynthia E. Winston-Proctor, Gina M. Paige, and Kevin Clark report on an investigation that used a design-based research approach to build a culturally responsive model for teaching computational thinking and computer programming skills to African-American middle school students in an informal learning environment.

In Chapter 9, Foundational Theories of Social Media Tools and Cultural Competency: A Systematic Literature Review, Sandra G. Nunn, Lequisha Brown-Joseph, and Michelle Susberry Hill provide a comprehensive overview and analysis of 10 different theoretical constructs that support the integration of cultural competency with social media tools to help support users in education, business, and other situational contexts. By establishing and using these theoretical constructs, educators, students, and practitioners can serve to improve the ability of users to communicate through social media to transcend cultural considerations, facilitate information exchange, and promote greater learning outcomes.

In Chapter 10, iDESIGN: Designing and Implementing a Culturally Relevant Game-Based Curriculum, Roberto Joseph and James Diamond describe a three-year, National Science Foundation project to create a game design curriculum in after-school computer clubs. The project engages 150 6th-9th grade students and 14 of their teachers in information technology experiences that move them beyond technological literacy (computer use) to technological fluency (creating with computers). iDesign integrates culturally relevant pedagogy and game-based learning as a strategy to help underrepresented students gain skills that will enable them to master content that ...

Table of contents

• Cover
• Title
• Copyright
• Contents
• 1 Introduction to Culture, Learning, and Technology: Research and Practice
• 2 Critical Pedagogy and Educational Technology
• 3 Revisiting Instructional Technologists' Inattention to Issues of Cultural Diversity among Stakeholders
• 4 Globalization, Ironic Binaries, and Instructional Technology: Toward the Emergence of a Robust Critical Theory of Technology
• 5 Hip-Hop Music as a Pedagogical Tool: Teaching with Hip-Hop in Global Contexts
• 6 Examining the Use of an Online Cultural Module to Increase Learners' Intercultural Sensitivity
• 7 How Cultural Factors Influence the Use of Social Constructivist-Based Pedagogical Models of Distance Learning: Examining Japanese Online Collaborative Behaviors
• 8 Culture and Computational Thinking: A Pilot Study of Operationalizing Culturally Responsive Teaching (CRT) in Computer Science Education
• 9 Foundational Theories of Social Media Tools and Cultural Competency: A Systematic Literature Review
• 10 iDESIGN: Designing and Implementing a Culturally Relevant Game-Based Curriculum
• 11 Boys and Video Game Play: Re-engaging Boys in the Classroom
• 12 Exploring Chinese International Students' Acceptance of Mobile Learning
• 13 Students Making Science Games: The Design Process of Students Incorporating Science Content into Video Games
• 14 How the Cultural Clash of Essentialism and Progressivism Shaped Technology Adoption: A Case Study of Culture, Learning, and Technology
• Contributors
• Index