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

当代的学习观点(Cole，1996；Gardner，1991；Perkins，1992；Saxe，1991；Wertsch，1991)强调了关注学习者之间的互动的重要性，以及他们用来协调他们互动的环境和工具。然而，在将这些学习观转化为建构主义旗帜下的课堂教学材料和实践的过程中，很少有人关注文化和语境的维度，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，以及少数族裔和多数族裔之间持续存在的表现差距，对这些文化层面的关注至关重要，特别是在学校环境下的学习。研究的重点是了解文化、技术、教学、设计和学生参与和认知获得之间的复杂相互关系。这份职业提案试图在设计师、教师和学生使用抒情阅读创作工具(如下所述)及其产品的背景下提供一种探索的途径。《抒情读本》是一款帮助设计者构建文化响应型初级识字学习环境的工具，它使用来自儿童文化资本的口头文本(如歌词、游乐场圣歌)作为阅读材料。具体地说，本研究将通过探索以下问题来发展一个概念框架，即文化、技术、教学、设计和学生参与和认知获得之间的复杂相互关系：使用文化响应型学习环境和来自不同种族和语言背景的新兴读者，对认知和动机有什么好处？作为一款软件创作工具，Lyric Reader如何帮助设计者构建具有文化响应性的基于计算机的学习环境？对学生在文化响应型学习环境中表现的持续评估数据的可获得性会在哪些方面影响教师的课堂学习支持设计以及他们对低成就、低收入的看法和期望？通过对这三个问题的探讨，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.