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Technology Curriculum
May 2021

Question

"What are evidence-based practices to successfully adapt technology curriculum for Native American students?"

Ask A REL Response

Thank you for your request to our Regional Educational Laboratory (REL) Reference Desk. Ask A REL is a collaborative reference desk service provided by the 10 RELs that, by design, functions much in the same way as a technical reference library. Ask A REL provides references, referrals, and brief responses in the form of citations in response to questions about available education research.

Following an established REL Northwest research protocol, we conducted a search for evidence- based research. The sources included ERIC and other federally funded databases and organizations, research institutions, academic research databases, Google Scholar, and general Internet search engines. For more details, please see the methods section at the end of this document.

The research team has not evaluated the quality of the references and resources provided in this response; we offer them only for your reference. The search included the most commonly used research databases and search engines to produce the references presented here. References are listed in alphabetical order, not necessarily in order of relevance. The research references are not necessarily comprehensive and other relevant research references may exist. In addition to evidence-based, peer-reviewed research references, we have also included other resources that you may find useful. We provide only publicly available resources, unless there is a lack of such resources or an article is considered seminal in the topic area.

References

Bang, M., Marin, A., Faber, L., & Suzukovich III, E. S. (2013). Repatriating Indigenous technologies in an urban Indian community. Urban Education, 48(5), 705–733. Retrieved from https://education.uw.edu

From the Abstract:
"Indigenous people are significantly underrepresented in the fields of science, technology, engineering and math (STEM). The solution to this problem requires a more robust lens than representation or access alone. Specifically, it will require careful consideration of the ecological contexts of Indigenous school age youth, of which more than 70% live in urban communities (National Urban Indian Family Coalition, 2008). This article reports emergent design principles derived from a community-based design research project. These emergent principles focus on the conceptualization and uses of technology in science learning environments designed for urban Indigenous youth. In order to strengthen learning environments for urban Indigenous youth, it is necessary, we argue, that scholars and educators take seriously the ways in which culture mediates relationships with, conceptions of, and innovations in technology and technologically related disciplines. Recognizing these relationships will inform the subsequent implications for learning environment."

Amaral, B., & Windchief, S. (2019). The pathway to achieving classroom equity: computational and critical thinking through storytelling and 3d models. Educational Research: Theory and Practice, 30(1), 62–66. https://eric.ed.gov

From the Document:
"This manuscript is part of a larger project and is an inter-disciplinary effort, dedicated to discovering answers to the following questions: 1) Do storytelling and story making serve as effective means to teach computer science to middle school youth? And 2) Can the integration of computing skills into the core middle school curriculum increase instruction and student learning of these skills? A description of how our project supports equity in the classroom introduces the reader to a new teaching concept that combines Indigenous narrative "Storytelling" with computer science components. We achieved the integration of CS and Storytelling through lesson plans developed utilizing the Understanding by Design (UbD) framework, to best capture the intended results. To answer the question of instruction effectiveness, best practices, and integration of cultural materials, we found it essential to discuss team alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings. Likewise, teacher positioning in classroom and pedagogies that reflect current education transformation rends, are essential topics in our discussion."

Garcia-Olp, M., Nelson, C., & Saiz, L. (2019). Conceptualizing a mathematics curriculum: Indigenous knowledge has always been mathematics education. Educational Studies, 55(6), 689–706. Retrieved from http://www.academia.edu

From the Abstract:
"This paper results from programming of Indigenous Logix: Mathematics|Culture|Environment (IndigiLogix). IndigiLogix's intention is to increase Indigenous students' love for mathematics as well as college access and success. Through IndigiLogix, it was transparent that the mathematics knowledge imparted to our Indigenous students derived from a western K-12 educational view. Thus, we found the need to conceptualize curriculum that centers on the fact that Indigenous Knowledge has Always Been Mathematics Education (IK-HABME). Through IK-HABME, we honor our relations with Elders, Community Partners, Indigenous youth, the natural world and real-life experiences, all while avoiding colonial constructs and measures of success."

Gilbert, W. S. (2011). Developing culturally based science curriculum for Native American classrooms. In J. Reyhner, W. S. Gilbert & L. Lockard (Eds.), Honoring our heritage: Culturally appropriate approaches for teaching Indigenous students (pp. 43–55). Flagstaff, AZ: Northern Arizona University. Retrieved from http://jan.ucc.nau.edu

From the Abstract:
"This paper provides an overview of an academically rigorous, culturally relevant and responsive curriculum and instruction model that is based on the Native Science Connections Research Project (NSCRP) and funded by the National Science Foundation. The model is action and inquiry oriented as well as culturally based and integrates or "connects" Native students’ traditional culture knowledge with Western science for fifth grade students in public, contract and BIA schools on the Navajo, Hopi, San Carlos Apache and Zuni reservations. One school principal stated, "the NSCRP brings purpose and meaning to what the students are doing because it integrates Navajo thought and content with Western content. It honors who the students are…it [also] strengthened our teachers’ self-confidence about using their native language and culture."

Johnson, S. R. (2018). Native philosophies as the basis for secondary science curriculum. Critical Education, 9(16), 84–97. Retrieved from https://ices.library.ubc.ca

From the Abstract:
"The Western approach to teaching science can create barriers for Native American students because it is often in opposition to Native philosophies of thought and worldview. If we taught science through a curriculum based on Native philosophies, would we be able to minimize barriers and make it more accessible and appealing? By focusing on concepts such as relatedness, TEK, place, indigenous realism, and pluralism found in Native philosophies, epistemologies, and ontologies we could make science more aligned with Native students interests and priorities, thus increasing the number of Native American students choosing to take science courses and study a Science, Technology, Engineering, and Mathematics (STEM) field in college. While it may seem paradoxical to put Western science together with Native philosophies to construct a science curriculum, if we approach the challenge from a Native perspective perhaps it is not. By creating a curriculum and environment that represents Native science and Native students, it is possible to encourage more Native students to take STEM courses and follow STEM career paths who can then help us change the goals of STEM, improving STEM and science for Native students, and all students."

Kafai, Y., Searle, K., Martinez, C., & Brayboy, B. (2014, March). Ethnocomputing with electronic textiles: Culturally responsive open design to broaden participation in computing in American Indian youth and communities. In Proceedings of the 45th ACM technical symposium on computer science education (pp. 241–246). Retrieved from https://www.researchgate.net

From the Abstract:
"There have been many efforts to increase access and participation of indigenous communities in computer science education using ethnocomputing. In this paper, we extend culturally responsive computing by using electronic textiles that leverage traditional crafting and sewing practices to help students learn about engineering and computing as they also engage with local indigenous knowledges. Electronic textiles include sewable microcontrollers that can be connected to sensors and actuators by stitching circuits with conductive thread. We present findings from a junior high Native Arts class and an academically-oriented summer camp in which Native American youth ages 12-15 years created individual and collective e-textile designs using the LilyPad Arduino. In our discussion we address how a culturally responsive open design approach to ethnocomputing with e-textile activities can provide a productive but also challenging context for design agency and cultural connections for American Indian youth, and how these findings can inform the design of a broader range of introductory computational activities for all."

Litts, B. K., Searle, K. A., Brayboy, B. M., & Kafai, Y. B. (2021). Computing for all?: Examining critical biases in computational tools for learning. British Journal of Educational Technology, 52(2), 842–857. Retrieved from https://bera-journals.onlinelibrary.wiley.com

From the Abstract:
"Given the increased need for broadening participation in computing, there must be a focus not just on providing culturally relevant content but also on building accessible and inclusive computational tools. Most efforts to design culturally responsive computational tools redesign surface features, often through making nominal changes to add cultural meaning, yet the deeper structural design remains largely intact. We take a critical perspective towards novice programming environments to elucidate how the underlying structure privileges particular epistemologies and cultures. In this paper, we examine how the cultural practice of storytelling is supported and/or inhibited within novice programming tools. We draw upon the experiences of 38 Native American youth, who worked in teams to create place-based, interactive stories and games for their community. Findings offer insights to the embedded cultural biases that exist in the structures of computational tools. We discuss insights for how to address cultural biases and promote deeper integration of cultural practices in future designs of culturally responsive computational tools."

Loewen, J., Suhonen, J., & Chen, N. S. (2017). I-SLATE: Designing a culturally relevant framework for authentic learning. Smart Learning Environments, 4(1), 1–18. Retrieved from https://link.springer.com

From the Abstract:
"Many Indigenous learners worldwide find the learning materials presented in current educational settings culturally irrelevant. A lack of relevant learning materials within formal education settings subscribing to Western Euro-centric curriculum standards is a key factor. Learning materials provided through modelling, practice, and apprenticeship, are desired. With the literature identifying the lack of a formal curriculum design process, a framework is presented for standardized creation of learning objects for Indigenous learners. To determine the efficacy of the framework, two case study examples and prototype tools were presented to Indigenous knowledge expert interviewees to identify strengths, weaknesses and additional benefits to the proposed framework. Incorporating learners in the design process from the beginning was highlighted as being a very positive approach. The benefits of this research include that it provides an interface, in the form of a prototype, to allow educators to create relevant and authentic learning for Indigenous learners. Additional work is needed on simplifying the process of knowledge creation for educators and on ensuring that any knowledge used maintains cultural and contextual meaning to the communities in which it was generated."

Madkins, T. C., Howard, N. R., & Freed, N. (2020). Engaging equity pedagogies in computer science learning environments. Journal of Computer Science Integration, 3(2), 1–27 Retrieved from https://inspire.redlands.edu

From the Abstract:
"There have been many efforts to increase access and participation of indigenous communities in computer science education using ethnocomputing. In this paper, we extend culturally responsive computing by using electronic textiles that leverage traditional crafting and sewing practices to help students learn about engineering and computing as they also engage with local indigenous knowledges. Electronic textiles include sewable microcontrollers that can be connected to sensors and actuators by stitching circuits with conductive thread. We present findings from a junior high Native Arts class and an academically-oriented summer camp in which Native American youth ages 12-15 years created individual and collective e-textile designs using the LilyPad Arduino. In our discussion we address how a culturally responsive open design approach to ethnocomputing with e-textile activities can provide a productive but also challenging context for design agency and cultural connections for American Indian youth, and how these findings can inform the design of a broader range of introductory computational activities for all."

Morales-Chicas, J., Castillo, M., Bernal, I., Ramos, P., & Guzman, B. L. (2019). Computing with relevance and purpose: A review of culturally relevant education in computing. International Journal of Multicultural Education, 21(1), 125–155. https://eric.ed.gov

From the Abstract:
"The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education."

Moreno Sandoval, C. D. (2013). Critical ancestral computing: A culturally relevant computer science education. PsychNology Journal, 11(1), 91–112. Retrieved from http://www.psychnology.org

From the Abstract:
"At first glance ancestral knowledge and computer science appear incompatible. Critical ancestral computing—socio-cultural and historical ecosystem approaches to solve complex problems—as an epistemological center for computer science education opens a pathway of critical consciousness, academic success and cultural relevance (Ladson-Billings, 2009). Weaving both disciplines to build a tapestry of critical ancestral computing in urban computer science education sets a stage for social transformation of present-day colonialism (Orelus, 2012). Critical ancestral computing feeds 1) a socio-historical learning context, 2) positive cultural academic identity formations, and 3) advocacy approaches that link engagement with society as individual and collective action by interrupting neocolonialism and prioritizing the health of social and environmental well-being."

Svihla, V., Lim, W., Esterly, E. E., Lee, I. A., Moses, M. E., Prescott, P., & Peele-Eady, T. B. (2017) Designing for assets of diverse students enrolled in a freshman-level computer science for all course. ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June. Retrieved from https://peer.asee.org

From the Abstract:
"Proficiency in computer science skills is crucial for today’s students to succeed in science, technology, engineering and mathematics (STEM) fields and the modern workforce. Despite this fact, few universities count computer science (CS) classes toward the core curriculum. Our university, a Hispanic- and minority-serving research-intensive university located in the American Southwest, recently began counting CS towards fulfilling the laboratory science requirement in the undergraduate core curriculum. This allowed us to consider the characteristics of the students who enrolled in a freshman-level CS course (N=31 students) to identify assets they bring from their diverse life experiences that we might build upon in teaching them. We sought student perceptions of existing curricular modules, in terms of ownership and creativity. Students completed pre-course surveys about their CS interests, beliefs, prior knowledge and experiences, along with demographics. They completed a brief survey to evaluate some of the modules. We examined descriptive statistics, then conducted tests of difference to identify students’ assets. We explored contrasts between 1) first-generation college students and their traditional peers; and 2) students from historically underrepresented and well-represented groups in computer science. Students who were first in their family to attend college were significantly likelier to agree that CS is important for everyone to study, but also likelier to acknowledge being nervous. This finding suggests that creating a supportive learning environment that enables students to experience relevant CS is integral to retaining first-generation college students in CS. Students from underrepresented groups were significantly likelier to agree that CS is important for solving science problems and for helping people understand problem solving using technology. This finding suggests that our approach, which combines programming and modeling to solve science problems, may be a particularly productive fit for these students."

Methods

Keywords and Search Strings: The following keywords, subject headings, and search strings were used to search reference databases and other sources: (American Indian OR Native American), Curriculum, (Adapting OR adaptation OR modify OR modifying), "Culturally responsive", ("Computer education" OR STEM OR "computer science" OR technology)

Databases and Resources: We searched ERIC for relevant resources. ERIC is a free online library of more than 1.6 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched Google Scholar and EBSCO databases (Academic Search Premier, Education Research Complete, and Professional Development Collection).

Reference Search and Selection Criteria

When we were searching and reviewing resources, we considered the following criteria:

Date of publications: This search and review included references and resources published in the last 10 years.

Search priorities of reference sources: Search priority was given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, as well as academic databases, including ERIC, EBSCO databases, and Google Scholar.

Methodology: The following methodological priorities/considerations were given in the review and selection of the references:

  • Study types: randomized control trials, quasi experiments, surveys, descriptive data analyses, literature reviews, and policy briefs, generally in this order
  • Target population and samples: representativeness of the target population, sample size, and whether participants volunteered or were randomly selected
  • Study duration
  • Limitations and generalizability of the findings and conclusions

This memorandum is one in a series of quick-turnaround responses to specific questions posed by stakeholders in Alaska, Idaho, Montana, Oregon, and Washington, which is served by the Regional Educational Laboratory (REL) Northwest. It was prepared under Contract ED-IES-17-C-0009 by REL Northwest, administered by Education Northwest. The 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.