CAREER: Making Culture Visible: Using Technology to Foster Culturally Responsive Instruction

当代的学习观（科尔，1996;加德纳，1991;珀金斯，1992;萨克斯，1991; Wertsch，1991）强调了关注学习者之间的互动的重要性，他们的环境，他们用来调解他们的互动工具。 然而，在建构主义的旗帜下，这些学习观转化为课堂教学材料和实践的过程中，很少有人关注文化和背景的维度，这些维度受到种族，语言变异或种族经验的影响（Lee，1994）。 考虑到美国学校学生的多样性日益增加，少数民族和多数民族之间的表现差距持续存在，关注这些文化层面至关重要，特别是对学校环境中的学习。 研究重点是理解文化，技术，教学，设计和学生参与和认知增益之间的复杂相互关系。 这个职业生涯的建议旨在提供一个途径，在设计师的背景下，教师和学生的使用抒情阅读创作工具（如下所述）及其产品的探索。Lyric Reader是一个工具，使设计师能够建立文化响应开始识字学习环境，使用口头文本（即歌词，操场圣歌）作为阅读材料的来源。具体来说，本研究将集中在文化，技术，教学，设计和学生参与和认知增益通过探索以下问题：什么是认知和动机的好处，使用文化响应的学习环境与新兴的读者来自不同种族和语言背景？软件创作工具Lyric Reader如何帮助设计师构建文化响应型计算机学习环境？ 在什么方式可以访问正在进行的评估数据的学生表现在文化上敏感的学习环境影响教师的设计课堂学习支持和他们的看法和期望的低成就，低收入？ 通过对这三个问题的探索，本研究希望有助于理解技术如何支持设计师和教师利用所有学生的文化资本。

Contemporary views of learning (Cole, 1996; Gardner, 1991; Perkins, 1992; Saxe, 1991; Wertsch, 1991) have emphasized the importance of attending to the interactions among learners their contexts, and tools they use to mediate their interactions. However, in the transformation of these views of learning into classroom instructional materials and practices under the banner of constructivism little attention has focused on the dimensions of culture and context that are influenced by the experiences of ethnicity, language variation, or race (Lee, 1994). Attention to these cultural dimensions are of central importance, particularly to learning in school contexts, considering the increasing diversity of students in U.S. schools and the continued performance gap between minority and majority. The research focuses on understanding the complex interrelationship among culture, technology, instruction, design and student engagement and cognitive gain. This CAREER proposal seeks to provide an avenue for this exploration in the context of designers', teachers', and students' use of the Lyric Reading Authoring Tool (described below) and its products. Lyric Reader is a tool that enables designers to build culturally responsive beginning literacy learning environments that use oral text (i.e. song lyrics, playground chants) drawn from children's cultural capital as sources of reading material.Specifically, this research will focus on the development of a conceptual framework of the complex interrelationship among culture, technology, instruction, design and student engagement and cognitive gain by exploring the following questions: What are the cognitive and motivational benefits of using culturally responsive learning environments with emergent readers from diverse ethnic and language backgrounds? How can Lyric Reader, a software-authoring tool, scaffold designers in the construction of culturally responsive computer-based learning environments? In what ways can accessibility to on-going assessment data about students performance in culturally responsive learning environments influence teachers' design of classroom learning supports and their perceptions and expectations of low achieving, low income? Through the exploration of these three questions, this research hopes to contribute to an understanding of how technology can support designers and teachers in drawing on the cultural capital of all students.