Culture as a Decision Variable for Designing Computer Software

Williams-Green, Joyce; Holmes, Glen A.; Sherman, Thomas A.

doi:10.2190/ljuq-19h1-ulkc-dt1h

Cited by 15 publications

(10 citation statements)

References 10 publications

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“…Cultural uniqueness is manifest on many different social levels, and these different levels are often referred to as communities. A community can be broadly defined as a nation, social class, or race, or it can be more specifically defined as an organization or club, a neighborhood, a church, mosque, or temple, or a school (Williams-Green, Holmes, & Sherman, 1997 ). Along similar lines, Lauzon ( 1999 ) refers to communities of practice.…”

Section: Culture and Learningmentioning

confidence: 99%

Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College

Smith

Ayers

2006

Community College Journal of Research and Practice

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Implicit in the open-door mission of the community college is the mandate that every learning experience should offer full equity and inclusion for all learners, including those of diverse cultural backgrounds. This mission is paramount, given the cultural diversity represented among learners served by the globalized community college. This paper presents a cross-section of research, practice, and discourse focused on expanding our knowledge and understanding of the diverse learning needs of community college learners. The relevance of the literature to the planning, design, and implementation of distance-learning is discussed. In the end, the authors offer distance-learning instructional strategies that may accommodate the unique needs of Hispanic/Latino learners. Implications for community college educators are discussed.Implicit in the open-door mission of the community college is the mandate that every learning experience should offer full equity and inclusion for all learners, including those of diverse cultural backgrounds. The commitment to equity and inclusion in today's globalized community college (Levin, 2001 ) has been stalwartly tested with the increasing reliance on instructional technology and the ascendance of online learning. Unfortunately, technologically mediated learning experiences may accommodate the singularities of a dominant Western culture at the expense of cultural responsiveness to the cultural backgrounds of all participants. More specifically, the dominion of Western culture may be amplified through the way in which instructional technology mediates interaction among participants in the learning experience.

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Section: Culture and Learningmentioning

confidence: 99%

Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College

Smith

Ayers

2006

Community College Journal of Research and Practice

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“…2002), which influences people's behaviour, perspectives, values, and understanding. It is widely accepted that culture shapes individuals' perceptions of innovations that bear directly on their lives (Williams‐Green et al . 1997; Chen et al .…”

Section: Introductionmentioning

confidence: 99%

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

Sang¹,

Valcke²,

Braak³

et al. 2010

Journal of Computer Assisted Learning

157

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Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise 'teachers' constructivist teaching beliefs', 'teacher attitudes towards computers in education', 'teachers' computer motivation', 'teacher perception of ICT-related policy'. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration

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“…In addressing the postcolonial administration of education in rural Alaska, Deniro (2004) found that although the curriculum was "well meaning," it was "often culturally insensitive" (p. 401) and was implemented with little regard for indigenous values. It has been widely documented that culture plays an important role in how innovations such as the use of computer technologies are adopted (Albirini, 2006;Williams-Green, Holmes, and Sherman, 1997;Straub, Keil, and Brenner, 1997). Haynes Writer (Wimburg and others, 2003) provides an insightful response to how indigenous people such as Alaska Natives are "operating within an economic and cultural schism" with regard to technology and suggests that native people "must be creative in our use of technology so we are in control of it rather than having it control us" (p. 34).…”

Section: The Culture Factormentioning

confidence: 99%