• Corpus ID: 18961039

Fifth International Workshop on Culturally-Aware Tutoring Systems ( CATS 2014 )

@inproceedings{John2014FifthIW,
  title={Fifth International Workshop on Culturally-Aware Tutoring Systems ( CATS 2014 )},
  author={Melissa-Sue John and Ivon Arroyo and Imran Ahmed Zualkernan and Beverly Park Woolf},
  year={2014}
}
The design of educational technologies involves making decisions based in cultural assumptions and ideologies, and student learning may be improved when these design choices are made intentionally with the students’ own cultural context in mind. Despite this, the classroom systems in which these technologies are deployed have their own culturally-based contexts which are often at odds with the expectations from some culturally-underrepresented groups. We believe that educational technologies… 

Figures and Tables from this paper

References

SHOWING 1-10 OF 84 REFERENCES

The Effects of Culturally Congruent Educational Technologies on Student Achievement

Assessing 3rd grade students’ science performance after interacting with a “distant peer” technology that employed one of three dialect use patterns found that participants, all native speakers of African American Vernacular English (AAVE), demonstrated the strongest science performance when the technology used AAVE features consistently throughout the interaction.

International Teaching Assistants' Experiences in Educational Cultures and Their Teaching Beliefs

This research supports proposes a central role for development of language and procedural knowledge for ITA adaptation to their professional roles in U.S. higher education.

Explicit social goals and learning: enhancing a negotiation game with virtual characters

Games are increasingly being adapted for use as educational tools. One relatively new use of games is to facilitate learning social or interpersonal skills such as conflict resolution by simulating

Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics.

We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender’s learning and affective

Cross-Cultural Differences and Learning Technologies for the Developing World

The LT4D workshop is to explicitly explore the economic, social, political and cultural constraints that shape affordances for learning technologies in the developing world.

Introducing discussion into multilingual mathematics classrooms: An issue of code switching?

A pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms suggests some successes in terms of teachers initiating exploratorytalk.

Teaching Every Student In The Digital Age Universal Design For Learning

This chapter help teachers had the, digital age universal design for exceptional, however a rich array of text udl principles.

Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment

It is found that the SID model had significant positive effects on learners' entitativity, shared perspective, and trust with the agent, and these effects transferred to other non-SID based agents in the environment.

Cognitive and Affective Benefits of an Animated Pedagogical Agent: Considering Contextual Relevance and Aesthetics

Choi and Clark (2006) argue that learning is attributed to the instructional method rather than the specific medium used to deliver instruction (i.e., the pedagogical agent). Additionally, they
...