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What Virtual Museum Projects With Native American Students Reveal About Culturally Responsive Teaching
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, , Smithsonian Institution, United States ; , The University of Texas at Austin, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

A dissertation study examined four cases of virtual museum projects involving Native American students who created virtual exhibits of objects related to their cultures at regional museums. They imaged the objects using QuickTime Virtual Reality and then researched the objects with the help of Native community members, their teachers, and museum staff. Qualitative analysis of several data sources revealed ten culturally responsive elements that emerged from the projects: "validating native culture," "community participation," "Native people saying who they are," "students as culture bearers," "partnerships with museums," "collaborative learning," "hands-on learning," "the familiar and the familial," "choice," and "technology."

Citation

Christal, M., Kreipe de Montano, M. & Resta, P. (2004). What Virtual Museum Projects With Native American Students Reveal About Culturally Responsive Teaching. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2315-2320). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

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References

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