Pacific Voices: educational technologies for literacy learning

Abstract

Purpose -To describe how literacy-learning strategies and educational technology were integrated in Pacific island classrooms. Design/methodology/approach -The paper discusses the unique context and setting of a five-year initiative that introduced educational technologies to classrooms in the Northern Pacific islands. Several of the literacy strategies that were most valued by the Pacific educators, particularly the creative uses of audio and video technologies in classroom contexts, are highlighted in the paper. Findings -Provides detailed information on how educators can implement similar projects in multicultural settings. Practical implications -The paper provides strategies and information for educators who work with culturally diverse and indigenous populations and highlights how cultural wisdom and knowledge can be melded with new technologies. Originality/value -This paper discusses how technology transfer and training can be done in culturally-appropriate and relevant ways.

Multilingual teaching and digital tools: the intersections of new media literacies and language learning

“…However, there is a gap in how in-service elementary teachers use NMLs with MLs and what PD exists to support their ongoing learning as new technologies emerge. Skouge et al (2007) explored how teachers used technology toolkits to enhance literacy learning. The findings demonstrated how PD supported multilingual and multicultural contexts, and that teachers benefit from the balance of cultural wisdom and new technologies (Skouge et al , 2007).…”

“…Skouge et al (2007) explored how teachers used technology toolkits to enhance literacy learning. The findings demonstrated how PD supported multilingual and multicultural contexts, and that teachers benefit from the balance of cultural wisdom and new technologies (Skouge et al , 2007). Other PD research has found promising results from implementing design-based research to support ML teachers with digital tool use (O'Hara et al , 2013).…”

Video Self-Modeling for English Language Learners

“…Students from the rural outer islands of their respective island nations may have grown up without electricity and consequently possess little knowledge of digital tools such as phones, computers, or cameras. As a result of their lack of experience with textbooks and modern tools of communication, they may experience a mismatch between their traditional ways of learning through storytelling, modeling, and guided experience and the instructional methods that they encounter in U.S. schools (Skouge, Boisvert, & Rao, ).…”

Sustainable Development: The Role of GIS and Visualisation

“…Iding and Skouge (2004) claim that Pacific Islanders come from oral and visual traditions where traditional knowledge and customary laws are often recorded using pictures, songs, and dances. Latu and Young (2004) endorsed by Skouge, Boisvert, and Rao (2007) pithily state that traditional knowledge is often shared through storytelling, modelling and guided experience where children are expected to listen, watch and emulate their elders. Crowshoe (2005) describes the term traditional knowledge as information passed from generation to generation and the information may be rooted in storytelling, ceremonies, traditions, ideologies, medicines, dances, arts and crafts or a combination of some or all of these.…”