Kreyol-Based and Technology-Enhanced Learning of Reading, Writing, Math, and Science In Haiti

这个快速项目旨在为地震后的海地小学开发、评估和改进以克雷吉尔语为基础的技术支持的学习环境，并启动对母语（与非母语）和以学生为中心的技术在阅读、写作、数学和科学方面的影响的研究。这项研究将为改善海地的教育提供关键数据，特别是未来执行关于海地学校中克里奥尔语和法语各自作用的政策。 该项目的主要假设是，以克雷库为基础和技术增强的教育将有助于创造更多的进步，协作，以学生为中心，以探究为基础的材料和方法。这些资源可以建设性地利用海地儿童的认知、语言和文化资产，帮助他们达到迄今为止缺乏的学业水平。该项目将进行一项实证研究，探讨以克赖斯特彻尔语为基础和技术强化的教学材料和方法对克赖斯特彻尔语学生学习成绩的影响。该项目将使用各种方法，如非正式的试点方案进行比较，初步开发和完善基于克雷库和技术增强的学习环境，以及定性评估。评估结果将有助于为海地地震后重建期间的课程改革和教师培训提供信息。此外，这项研究的结果也可能揭示美国教育中与移民和少数民族人口有关的问题，这些移民和少数民族人口的母语或方言与主流英语不同。更一般地说，该项目的调查结果将影响到所有以不同于其母语“本地“语言的“官方”语言教授学生的教育环境。该项目还旨在为研究和教学伙伴关系播下更多的种子，这将造福于整个社会，包括海地和其他地方的学校。

This RAPID project aims at developing, evaluating and refining Kreyòl-based and technology-enabled learning environments for elementary schools in post-earthquake Haiti, and to initiate research on the effects of native (vs. non-native) language and student-centered technology in reading, writing, math and science. Such a study will provide crucial data toward improving education in Haiti, especially future implementation of policies on the respective roles of Kreyòl vs. French in Haitian schools. The main hypothesis of the project is that Kreyòl-based and technology-enhanced education will help create more progressive, collaborative, student-centered, and inquiry-based materials and methods. These resources can constructively enlist Haitian children's cognitive, linguistic and cultural assets to help them achieve academic levels that have been lacking so far. This project will undertake an empirical study on the impact of Kreyòl-based and technology-enhanced pedagogical materials and methods on the academic performance of Kreyòl-speaking students. The project will use various methods such as informal pilot programs for comparison, initial development and refinement of Kreyòl-based and technology-enhanced learning environments, and qualitative assessments. The results of such an evaluation will help inform curriculum reforms and teacher training during reconstruction of post-earthquake Haiti. Furthermore, the results of this research may also shed light on issues in U.S. education related to immigrant and minority populations with native languages or dialects that are distinct from mainstream varieties of English. More generally, the findings from this project will bear on all educational contexts where students are taught in an "official" language that is distinct from their native "vernacular" language. This project further aims to plant additional seeds for research and teaching partnerships that will benefit society at large, including schools in Haiti and elsewhere.