Following an established REL Northeast & Islands research protocol, we conducted a search for recent research on technology assistance and/or support for cultural responsiveness in schools. We focused on identifying resources that specifically addressed research on technology used for cultural responsiveness in primary and secondary schools. The sources searched included ERIC and other federally funded databases and organizations, academic research databases, and general Internet search engines (For details, please see the methods section at the end of this memo.)
We have not evaluated the quality of references and the resources provided in this response and we offer them only for your reference. Because our search for references is based on the most commonly used resources of research, it is not comprehensive and other relevant references and resources may exist.
Cushing, D. F., & Love, E. W. (2013). Developing cultural responsiveness in environmental design students through digital storytelling and photovoice. Journal of Learning Design, 6(3), 63-74.
From the abstract: “As the Latino population in the United States grows, it will become increasingly important for undergraduate students in environmental design and related disciplines to become more culturally responsive and learn how to understand and
address challenges faced by population groups, such as Latino youth. To this end, we involved environmental design undergraduate students at the University of Colorado in a service-learning class to mentor Latino youth in the creation of multimedia narratives using photovoice and digital storytelling techniques. The introduction of technology was used as a bridge between the two groups and to provide a platform for the Latino youth to reveal their community experiences. Based on focus group results, we describe the
impact on the undergraduate students and provide recommendations for similar programs that can promote cultural responsiveness through the use of digital technology and prepare environmental design students to work successfully in increasingly diverse communities.”
Duygu E. S. (2012). A multi-cultural interaction through video conferencing in primary schools.
Turkish Online Journal of Distance Education, 12(3), 70-86.
From the abstract: “This study investigated Turkish and Canadian primary school students' ways of expressing their perception of cultural understanding through video conferencing and that of cultural interaction through video conferencing. The qualitative research data were collected in the form of interviews. The results obtained were analyzed and interpreted based on the quantitative content analysis method. The research results revealed that the majority of the students explained their viewpoints through the effectiveness of the process. The students highlighted the importance of learning a different culture, using technology effectively and recognizing new friends in the process. Most of the students indicated that videoconferencing encouraged them to learn and understand about different cultures, helped them develop cultural awareness, attracted their attention and increased their motivation.”
Dwyer, B. (2016). Teaching and learning in the global village: Connect, create, collaborate, and communicate. Reading Teacher, 70(1), 131-136.
From the abstract: “The world is increasingly interconnected through technology. In order to live and work in a global village our students need to develop global literacy. Global literacy incorporates a range of overlapping concepts including an advocacy dimension, global citizenship responsibility, and cultural and linguistic awareness.
Further, global literacy encompasses a multiplicity of literacies and is grounded in social, cultural, political, and historical practices and events. The article discusses how educators can harness the power of technology to engage their students in authentic literacy events and practices designed to promote the knowledge, skills, and dispositions that students require to develop global literacy in the 21st century. Initiatives and projects designed to create global literacy are described in areas such as connecting communities of readers and writers; creating cultural understanding through literature and folklore; communicating across time and space; and collaborating with learning partners across the globe.”
Chio, V. C. M., & Fandt, P. M. (2007). Photovoice in the diversity classroom: Engagement, voice, and the “eye/I” of the camera. Journal of Management Education, 31(4), 484-504.
From the abstract: “A response to calls for more self-reflective and inclusive pedagogy, this article considers pedagogical and teaching possibilities offered by Photovoice--a community and participatory action research methodology developed by Wang and Burris. Extrapolating Photovoice to the context of the diversity classroom, the authors discuss how the methodology can aid management educators in developing approaches and activities that foster greater participatory engagement between students and subject matter, knowledge, and learning. They share their experiences with the methodology and showcase what educators in the field can do to adopt--or adapt--the methodology for their own use.”
Kim, S. (2016). Use of video modeling to teach developmentally appropriate play with Korean American children with autism. Research and Practice for Persons with Severe Disabilities, 41(3), 158-172.
From the abstract: “Given the increased number of students with disabilities who have culturally and linguistically diverse backgrounds in the United States, there has been growing attention to the cultural responsiveness of evidence-based behavioral interventions. The current study examined the effects of video modeling intervention on social play and interactions of three Korean American children with autism. Developmentally and linguistically appropriate social and play levels were identified for each child prior to the intervention and applied to set individua lized intervention goals. The children watched video clips of their mothers and the researcher engaging in appropriate social play prior to play sessions with their mothers. The results indicate that scripted verbalizations and play actions increased among all children with autism and were maintained at high levels when measured 2 weeks post intervention. Generalization across novel players and toy sets was also observed at relatively lower, but still increased levels. The procedures and results can assist practitioners and researchers in better understanding how to consider designing and implementing culturally responsive behavioral interventions for culturally and linguistica lly diverse children with autism and their families.”
Klump, J., & McNeir, G. (2005). Culturally Responsive Practices For Student Success: A Regional Sampler. Portland, OR: Northwest Regional Educational Laboratory.
From the preface: “This booklet is one in a series of "hot topics" reports produced by the Northwest Regional Educational Laboratory. This particular issue is a joint publication of NWREL's Equity Center and the Office of Planning and Service Coordination. These reports briefly address current educational concerns and issues as indicated by requests for information that come to the Laboratory from the Northwest region and beyond. Each booklet contains a discussion of research and literature pertinent to the issue, how Northwest schools and programs are addressing the issue, selected resources, and contact information. The purpose of this issue of By Request is to introduce pre-K–12 educators to the topic of culturally responsive educational practices--practices that can be defined as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning more relevant and effective for them" (Gay, 2000, p. 29). The booklet pertains to the unique experiences of teachers and school administrators in the Northwest and Pacific regions, and provides a starting place for educators to consider as they develop culturally responsive practices in their schools and districts.”
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
Technology and cultural responsiveness
Technology education cultur*
Cultural responsiveness education
Cultur* technology school
Diversity and culture classroom technology
Databases and Resources
We searched ERIC for relevant resources. ERIC is a free online library of over 1.6 million citations of education research sponsored by the Institute of Education Sciences. Additionally, we searched Google Scholar and SAGE Journals.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
Date of the publicationReferences and resources published for last 12 years, from 2005 to present, were included in the search and review.
Search Priorities of Reference Sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including WWC, ERIC, and NCEE.
Methodology: Following methodological priorities/considerations were given in the review and selection of the references: (a) study types –surveys, descriptive data analyses, literature reviews, policy briefs, etc., generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, etc.), study duration, etc.; (c) limitations, generalizability of the findings and conclusions, etc.
This memorandum is one in a series of quick-turnaround responses to specific questions posed by educational stakeholders in the Northeast & Islands Region (Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, US Virgin Islands, and Vermont), which is served by the Regional Educational Laboratory Northeast & Islands at Education Development Center. This memorandum was prepared by REL Northeast & Islands under a contract with the U.S. Department of Education’s Institute of Education Sciences (IES), Contract ED-IES-17-C-0008, administered by Education Development Center. Its content does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.