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Navajo Education TechnologyConsortium
Dr. Elvira LargieNETC Executive Director
P.O. Box 1318Gallup, NM 87301
(505) [email protected]
Ms. Karina A. RoesselTECH Share Director
P.O. Box 337Kayenta, AZ 86033
(928) [email protected]
INTEGRATING CULTURALLY-RELEVANT,STANDARDS-BASED, MULTIMEDIA INTO THENATIVE AMERICAN K-12 CURRICULUM
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NETC Mission
The mission of the Navajo Education TechnologyConsortium is to provide educational services on
or near the Navajo Nation related to theimprovement of education of children and adultsthrough the delivery of instructional technology;to create strategic advantages by incorporatingdistrict standards and culture and to increase
student achievement by identifying andpromoting learning styles appropriate to the
population being served.
NETC Vision
B44sh nits7keesi b7dadeiit’i’7g77bin7k11 g0ne’ da’n7[ts’33’g00 bee
t’117iyis7 nizh0n7go bina’niltin
“Quality Instruction Through Distance EducationTechnologies”
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The Vision of NETC ….
PROJECT VISION
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NETC Executive Board MembersDr. Deborah Jackson-Dennison, Chair, WRUSD
Dr. Leon Ben, Vice-Chair, CUSD
Janet Slowman-Chee, Secretary, RMUSD
Cedric Wyaco, Treasurer, Pine Hill Schools
Karen White, NM Representative, GMCS
Monty Roessel, Arizona Representative, Rough RockCommunity School
-Vacant- , Utah Representative
NETC Member Schools• Borrego Pass School• Central Consolidated Schools• Chilchinbeto Community School• Chinle Unified School District• Dennehotso Boarding School• Gallup-McKinley County Schools• Ganado Unified School District• Holbrook Unified School District• Kaibeto Boarding School• Kayenta Unified School District• Kayenta Community School
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• Pine Hill Schools• Pinon Unified School District• Red Mesa Unified School District• Rough Rock Community School• Sanders Unified School District• San Juan School District• St. Michaels Indian School• St. Bonaventure Mission• Tiis Nas Bas Community School• Tuba City Unified School District• Window Rock Unified School District• Wingate High School
The goal of TECH Share is to measurably improveachievement for up to 80,000 students through the
modification, distribution and teacher use of digitized,standards-based curriculum modules
Common vision of School DistrictSuperintendents that served second
language learners
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ETIP Goal• By 2003, the ETIP Project will provide 3,069
teachers from 104 consortium school with theability to integrate standards-based technologyapplications in the classroom which will leadto improved student learning in the coresubjects.
• Toward this end, teachers will create some5000 technology driven learning modules foruse by students in the classroom.
ETIP Goal• These modules will be field tested by teachers
and students, and then made available forgeneral use through NETtrain, the project Website.
• Since the majority of students in the projectarea are of Navajo heritage, the modules willbe infused with criteria essential to Navajolearning styles, and will be created with specialattention to multi-cultural themes andmethodologies.
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An Integrated Curriculum &
TechnologyTrain the Trainer
Model
Nettrain.unm.edu
A Web Sitefor teachertraining &
studentcurriculum
Integrationof
Technologyto supportContent
Standards
Use of Alternativeforms of
EmbeddedAssessment &
Evaluation
A SystematicApproach toClassroom
Instruction &Management
Integrationof Culturally
RelevantCurriculum
Content
IncreasedStudent
Achievementof Academic
ContentStandards
ETIP Information
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Data Collection Methods and Instruments
Evaluation Questions
• Who participated in the Model Classroom Study?• Did students who used TECHShare lessons experience learninggains?• What is the quality of TECHShare lessons?• What other variables might have contributed to/detracted fromeffective use of the lessons?• What are the lessons learned?
• Student pre- and post-tests
• Online lesson evaluations
• Online teacher journals
• Site visits, including observationsand interviews• Student surveys• Demographic surveys
NETC Model Classroom Schools
Arizona Schools:
• Eagle’s Nest Inter./TCUSD
• Kayenta Primary/KUSD
• Many Farms Public/CUSD
• Ganado Primary/GUSD
New Mexico Schools:
• Sanders Elementary/SUSD
• Newcomb Elementary/CCSD
• Kirtland Middle School/CCSD
• Ramah Elementary/GMCS
• Thoreau Middle School/GMCS
• Tohatchi Elementary/GMCS
Model Classroom studies were conducted in 10 NETC schools:
Teachers implemented one of five TECHShare lesson units:
• Elementary Math• Elementary Science• Navajo language stories
• MS Language Arts• MS Science
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Demographics of Model Classroom Students
Category Number of Students
Ethnicity Hispanic or Latino
8 (1.7%)
Not Hispanic or Latino 456 (97%)
Don’t know 6 (1%)
Race Native American/Alaskan
430 (91%)
Asian/Pacific Islander 1
Black or African American 1
White or Caucasian 12 ((2.5%)
Mixed racial group/more than one race 14 (2.9%)
Don’t know 12 (2.5%)
Students with special needs
Limited English Proficient 245 (52%)
Students w/Disabilities (each has an IEP) 50 (10.6%)
Don’t know 24 (5%)
Total Students (unduplicated count): 470
Navajo Context
YesNo
Mea
n P
re-P
ost
Gai
n/Lo
ss
32
30
28
26
24
22
20
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Effect of Cultural (Navajo) Content on Learning Gains
Scale of 1-2:1 = Does not contain content2 = Contains Navajo content
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MC Results• Significant difference1 between Pre and Post
– Pretest M= 57%
– Posttest M= 79%
– Effect Size(R2)=.1936
Students who used
TECHShare Lessons
increased their test
performance byan average of 22%
Post_TestPre_Test
Me
an
Pe
rce
nt
Co
rre
ct
90
80
70
60
50
79
57
1 Paired t test, t (1882)=36.44, p < .001
MC Results• Significant difference1 between ETIP trained and non-ETIP trained
teachers’ students’ scores when controlling for teacher experience– ETIP M=28.11%
– No ETIP M=19.24%– Effect Size(h2)=.025
e-Tip Training
YesNo
Me
an
Ga
in/L
oss %
fro
m P
rete
st
30
28
26
24
22
20
18
28
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1 ANOVA, F (1,1881)=48.147 , p<.001
Students whoseteachers were ETIPtrained performedbetter than studentswhose teachers werenot ETIP trained
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Results Summary
• Significant differences between Pre and Post– TECHShare lessons contribute to increases in
Posttest scores across multiple measures
• ETIP technology training seems to increasescore gains
• Cultural context seems to increase scoregains
• Very few culturally relevant lessons (in ModelClassroom study)
Plans for Y5 & Y6• Provide support to teachers to integrate TECHShare lessons intotheir curriculum as appropriate.• Continue to provide training - such as ETIP - to help teachers tointegrate technology in meaningful ways to support learning.
• This includes providing time for practice and collaboration.• Troubleshooting / Support Tree
• Encourage all TECHShare partners to include Navajo culturalcomponents in their lessons• Ensure that all TECHShare lessons provide strong support forEnglish language learners
• Audio + Text narration, clear graphics and text, demonstrations of concepts tobe learned and opportunities for formative feedback
•Extrapolate from the research base on target population•Example: Collaborative + Experiential = SmartBoard
•Evaluation plan to control for extraneous variables and secondarysources of variance
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Y5 Experimental Design• Model Classroom
• Pool of teacher volunteers– Match teachers by content area and grade level
• Elementary Math, Elementary Science, MS Science, MSLanguage, Navajo Language
• Randomly assign teachers– Same content / grade level
– Either Experimental group or Control group
– Repeated measures (Pre-Post)
• Counterbalance lessons
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Y5 Experimental Design:Procedure
Randomly Assign
Experimental
TechShare Lesson 1
Control
“Regular”Lesson 1
Counterbalance
Post TestLesson 1
Ms. X Mr. YExperimental ControlExperimental ControlMs. X Mr. YMs. XMr. Y
TS1
Counterbalancing
Pre TestLesson 1
TechShare Lesson 3
“Regular”Lesson 3
Counterbalance
Post TestLesson 3
TS3
Pre TestLesson 3
TechShare Lesson 2
“Regular”Lesson 2
Counterbalance
Post TestLesson 1
TS2
Pre TestLesson 2
Lesson Content
• Experimental Groups– Dynamic, interactive and
media rich connectedcontent
• Computer-based
• Teacher assisted– Collaborative
• Rich multimedia
• Interactive
• Contextual– Culturally relevant
• Control Groups– Teaching by telling-
Learning by listening
• Paper-based
• Teacher driven
• Factual content
• Text and graphics
• Low interaction
• Contextually neutral
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Measure of StudentKnowledge
• Grade appropriate
• Reliable and valid– Benchmark TechShare Lesson Test Questions
• Multiple-choice– Mimic standardized tests
• Writing sample
Yes
Lesson Development Flowchart
Start ETIP YieldLessons
CDS ReviewLessons
ContactAuthors
Involvement?
Convert toInterface
AuthorEnhancements
CDS/StudioEnhancement
No
ContentDevelopment
ReviewCompleted
Lesson
Author
Post Lessonon NETtrain Pilot Test End
Fail
PassNote: This flowchart was developedusing information shared by all theCDS (at the WR, Shiprock, Kayentaand Gallup sites).
CEER
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K-’ Fire
Lesson developed at University of New Mexico
Enter
Enter
Lesson developed at Northern Arizona University
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Enter for Spanish
Lesson developed at Arizona State University
Enter for English
Enter for Navajo
Hurray for Arrays
Enter
Lesson developed at New Mexico State University
The Long Walk
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Enter
Lesson developed at Din4 College
Sh4ilii Doo Bi[ H0y4e’ Da
NETC Successes
• The consortium has built a collaborative infrastructurethrough K-12 schools.
• Regional collaboration among institutions of higherlearning.
• NETC has built a refined a training development modelthat bridges the gap between content developers andNavajo audience. The model features Navajo authorswriting to a Navajo audience for a Navajo audience (localdevelopers for local use).
• Our Technology-based lessons and professionaldevelopment programs help teachers and students meetNCLB standards.– Navajo Cultural context help students learn.– Lessons with cultural context enable students to perform better.
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NETC Successes• The grant projects (ETIP and TECH Share) have
enabled the Consortium to build multimedia studioswith an extensive infrastructure of hardware andsoftware.
• The studios feature in-place teams of highlyexperienced people. They are highly knowledgeableconcerning Navajo education issues.
• NETC possesses a large quantity of technology-basedinstructional materials that are multicultural,standards-based, reach across the curriculum andinclude the content areas of Math, Science, Language,Social Studies, Bilingual/Bicultural and more.
What NETC Can Do For YOU
• Provide economical professional developmenttraining for your district.
• Demonstrate easy access to the NETtrainlessons at http://nettrain.unm.edu
• Provide information to PTO/PTAorganizations as well as Chapters.
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NETC Future• NETC can be written into your district’s overall
consolidated plans – within the technology,curriculum and instructional plans to improve theachievement of our students.
• NETC could market products and services to memberschools, non-member schools, including NativeAmerican schools across the country
• NETC continues to pursue a variety of grants toaddress all aspects of education with integratedtechnology.
• Member districts could contract with NETC fordevelopment of culturally compatible curriculumrelated to its special population.
