Incorporating an Etnosemiotic Approach for Literacy Education of the Zapoteca Language in Mexican Lndigenous Communities

García, Iván A.; Pacheco, Carla; Ruiz, Jesús Colmenero

doi:10.1016/j.sbspro.2013.10.132

Cited by 2 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Young learners were comfortable with technology (Hermes & King, 2013). Regardless of children's school levels, parents across different countries expressed the belief that technology-assisted learning had completely shifted the way children learned, creating a new mode of home learning activities and increased chances to be more involved (Auld, 2007;Carlson et al, 2011;Garcia et al, 2013;Hermes & King, 2013;John & Edwards-Vandenhoek, 2022).…”

Section: Increasing the Level Of Parental Engagementmentioning

confidence: 99%

“…In other instances, parents became more passionate about spending time with their children, guiding them in their learning. A teacher reported that parents repeatedly commented that most of the time, their children learned by using the computer at home (Auld, 2007), and other school personnel also confirmed that parents became more involved in home-based learning as they saw their children enjoying such learning (Carlson et al, 2011;Garcia et al, 2013).…”

Section: Increasing the Level Of Parental Engagementmentioning

confidence: 99%

“…As many parents lived in isolated areas, infrastructural limitations became a primary concern, such as no electricity at home, limited access to a telephone (Auld, 2007), unstable connections of Internet satellite (Du & Haines, 2017) and weak signals (Hermino & Arifin, 2020). Given these limitations, Fran et al (2012) and Garcia et al (2013) argued that it is not surprising if such marginalised families did not have access to new technology at home.…”

Section: Barriers Concerns and Tensions In Using Technologymentioning

confidence: 99%

“…The use of advanced technology would only be a small contribution to familyschool partnerships unless accompanied by culturally responsive approaches. Regardless of students' school levels and locations, culturally responsive approaches significantly influenced parental engagement across different countries, such as applying Indigenous protocols, seeking Indigenous elders' support and advice, and providing proper homework and helpful guidance (Cwi & Hays, 2011;Du & Haines, 2017;Garcia et al, 2013;Hermes & King, 2013;Hermino & Arifin, 2020;Landon, 2012;Pan et al, 2021;Veintie et al, 2022). Schools often claim to have empowered parents, but in fact, parents are commonly forced to fit into schools' ways.…”

Section: Incorporating Culturally Responsive Approachesmentioning

confidence: 99%

See 3 more Smart Citations

Using technology to facilitate partnerships between schools and Indigenous parents: A narrative review

2022

View full text Add to dashboard Cite

Technological advances have the potential to support educational partnerships between schools and parents. While the positive benefits of technology for these partnerships have been reported in the literature, there is still incomprehension about how to best use this technology to meet the needs of Indigenous parents. Given the intergenerational impacts of colonisation, socioeconomic stress, structural barriers in schooling, and other critical challenges experienced by Indigenous parents, the use of technology as a tool for partnering with Indigenous parents requires careful consideration of their experiences. Therefore, the aim of this narrative review was to describe key attributes of the use of technology in home-school partnerships with Indigenous parents. Findings revealed that technology integration was beneficial to increasing Indigenous parental engagement, as it was connected to the wellbeing and future of Indigenous young generations. However, it could also exacerbate divide, raise cultural tensions, and bring undesirable consequences. Therefore, as a practical implication, schools should embed culturally appropriate approaches when adopting technology in their partnerships with Indigenous parents.

show abstract

Section: Increasing the Level Of Parental Engagementmentioning

confidence: 99%

Section: Increasing the Level Of Parental Engagementmentioning

confidence: 99%

Section: Barriers Concerns and Tensions In Using Technologymentioning

confidence: 99%

Section: Incorporating Culturally Responsive Approachesmentioning

confidence: 99%

See 2 more Smart Citations

Using technology to facilitate partnerships between schools and Indigenous parents: A narrative review

2022

View full text Add to dashboard Cite

show abstract

The Effect of Kayeu Learning Outside the Classrrom Primary Science Module on Intrinsic Motivation of Indigenous Learners

Chen

Osman

2016

JBSE

View full text Add to dashboard Cite

In order to motivate indigenous learners to learn science and instil their positive attitude towards the subject, conducive and simulative learning environment need to be specifically designed for them. This research is aimed to determine the effect of Kayeu Learning Outside the Classroom (LOC) primary science module on intrinsic motivation of indigenous learners. The treatment group (n=38) used the Kayeu LOC primary science module while the control group (n=35) used the conventional module, which are materials mandated by Ministry of Education (MOE). Three-point Likert scale intrinsic motivation questionnaire consisting of general and science constructs was administered before and after T&L to both groups. Analysis of MANOVA repeated measures showed there were no significant effects of the groups and time on the intrinsic motivation, and there was no significant interaction effect between time and the groups on intrinsic motivation. However, follow-up simple interaction analysis found that there is a significant main effect of the time and significant effect of interactions between time and the groups on the general construct. Key words: indigenous learners, intrinsic motivation, Learning Outside the Classroom (LOC), primary science, teaching module.

show abstract

Incorporating an Etnosemiotic Approach for Literacy Education of the Zapoteca Language in Mexican Lndigenous Communities

Cited by 2 publications

References 13 publications

Using technology to facilitate partnerships between schools and Indigenous parents: A narrative review

Using technology to facilitate partnerships between schools and Indigenous parents: A narrative review

The Effect of Kayeu Learning Outside the Classrrom Primary Science Module on Intrinsic Motivation of Indigenous Learners

Contact Info

Product

Resources

About