Culturally Sustaining Web 2.0 Technology Use in the Pacific: Innovations from American Samoa and Hawai'i

Autor/inn/en	Maunakea, Summer P.; Simanu, Crystal; Suluai-Mahuka, Sabrina
Titel	Culturally Sustaining Web 2.0 Technology Use in the Pacific: Innovations from American Samoa and Hawai'i
Quelle	In: Middle School Journal, 53 (2022) 1, S.16-25 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2021.1999747
Schlagwörter	Culturally Relevant Education; Web 2.0 Technologies; Technology Uses in Education; Samoan Americans; Middle School Teachers; Teacher Motivation; Cooperative Learning; Bilingual Students; Vocabulary Development; Second Language Learning; COVID-19; Pandemics; Distance Education; American Samoa; Hawaii + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Kooperatives Lernen; Wortschatzarbeit; Zweitsprachenerwerb; Distance study; Distance learning; Fernunterricht
Abstract	This study takes a transnational and collaborative approach to explore how Pacific Island educators are using web 2.0 technology to enhance instruction and facilitate culturally sustaining learning opportunities for emergent bilingual and multilingual students. It is also an analysis of the digital divide for young adolescent users due to linguistic, economic, and geographic barriers. Two middle level education vignettes are presented--one from American Samoa and one from Hawai'i. First, we explore the areas of technology use, collaborative learning, and culturally sustaining education within our unique Pacific contexts. Each vignette consists of an overview of the technology usage within our Pacific contexts, connections to "The Successful Middle School: This We Believe," results, and next steps. This study caters to educators working with multilingual and multicultural populations and contributes to the knowledge base of culturally sustaining pedagogy in middle level online learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01