Cultural Implications in Educational Technology: A Survey

Young, Patricia A.; Asino, Tutaleni I.

doi:10.1007/978-3-030-36119-8_11

Cited by 3 publications

(2 citation statements)

References 72 publications

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“…Biraimah (2016) suggest to embrace the concept of 'Ubuntu' in the Namibian education system, thereby tapping into existing socio-cultural values, such as interrelations and caring. We note that the culture of the learners in terms of using technology matters; therefore, it needs to be aligned when designing technology (Young & Asino, 2020).…”

Section: A Sociocultural Approach To Readingmentioning

confidence: 99%

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Itenge

Muashekele

Chamunorwa

et al. 2022

Brit J Educational Tech

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Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da Bottle—a multiplayer reading‐action game to draw Namibian learners into reading while keeping them captivated in action. The game was co‐designed with 36 learners and then evaluated by 32 learners with an adapted immersion questionnaire, post‐experience survey and individual interviews. 50 learners were then observed while playing at a public event. Our findings confirm that learners are engaged and enjoy the collective embodied reading experience. We observed different group behaviours scaffolding individual readers. We contribute to the field of reading technologies a digital tool that creates a collective and embodied reading experience, and an adapted immersion instrument. What is already known about this topic It has been recognized that shared reading increases learners engagement and participation. Dialogic reading experience is enhanced through embodied actions. What this paper adds Through a design‐based research approach, a digital multiplayer reading‐action game was developed to explore whether a social, embodied, group game could increase interest and engagement of children in reading. The game was co‐designed and the immersion validated with primary school learners in Namibia. An adapted immersion instrument was derived for reading games. Implications for practice and/or policy Collective reading games offer weak readers support from their peers. A Namibian inclusive education for all, considering an Ubuntu pedagogy, can be supported with appropriate technologies. Teachers can integrate this game in the classroom by authoring their content in order to engage learners.

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Section: A Sociocultural Approach To Readingmentioning

confidence: 99%

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Itenge

Muashekele

Chamunorwa

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Additionally, the researchers view culturally-responsive pedagogy as complementary to social justice pedagogy, particularly for those designing instruction. Young and Asino (2020) have long advocated for more "cultural considerations of how the design of curriculums, experiences, and technologies for education influence and affect learning" (p. 278).…”

Section: Social Justice In Educationmentioning

confidence: 99%

STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate during COVID-19

Roman¹

2021

JAID

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This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practices and learner engagement conceptual frameworks, the authors argue STEM induction teachers need greater support to design instruction that enables students to apply knowledge to social justice issues. Participants' understanding and enactment of social justice pedagogy varied, leading the authors to provide continued support to the cohort of teachers for their students to feel empowered to address, discuss, and apply the discipline knowledge in STEM to social justice issues.

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Learning technologies for adult literacy: a scoping review and analysis of the current state of evidence

Moore,

Baca,

Ahrens

2023

Education Tech Research Dev

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Cultural Implications in Educational Technology: A Survey

Cited by 3 publications

References 72 publications

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate during COVID-19

Learning technologies for adult literacy: a scoping review and analysis of the current state of evidence

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