Learning Science Across Generations Using Appropriate Technology

• In Event: Roundtable Session 30
  In Roundtable Session: PCs in the Himalayas and iPads on the Reservation: Impact of Technology on Learning Within Cultures

Abstract

Objectives:
There is overwhelming evidence that suggests that students learn about environmental science phenomena in the formal schooling system and also in informal/home settings (Bell et al, 2009). When it comes to environmental science phenomena such as climate change learning takes place in informal science settings where parents, grand parents, friends and other community members become channels for knowledge transfer (Banks et al, 2007). In order to facilitate this intergenerational knowledge transfer process about scientific phenomena the study used participatory video techniques. The study was carried out in India as a part of a climate change science class for girls in 11th grade. We chose participatory video (PV) to support the intergenerational knowledge transfer process about the science of climate change because PV inherently supports student ownership over, and by extension authorship of, the range and types of questions asked. Moreover, PV is a highly efficient, relatively non-invasive, and highly visual means of tapping into indigenous knowledge of local environments. PV provided the girls a context to put the science of climate change within the perspective of their everyday lives.

Theoretical framework:
Human culture and technology are continually co-evolving in a dynamic relationship. (Norman, 2002). All technologies develop in a particular cultural context as the result of changing needs or constraints. But once developed, a technology changes the culture that gave it birth (Brewer et al, 2005). When a technology spreads to another culture, the cultural context affects the speed or way in which the technology is adopted and how it is used (Kam et al, 2009). Technology used to facilitate learning can incite local adaptations of the technology, however if not aligned with the cultural epistemology of the culture the technology may face rejection and powerful learning may not take place (Jonassen, 1995).

Methods:
We used participatory action research methods to collect interview data. The PV technique allowed the participants to design the focus group and interview questions that were used to facilitate learning about climate change as well as understand the intergenerational transfer process. We also used a pre and post test to help support the interview data collected through participatory video methods.

Data sources:
23 adults (parents, grandparents and other community members) and 15 high school girls participated in this study in India.

Results:
The results we report highlight the importance of the intergenerational knowledge transfer process during learning of any scientific phenomena. We also report that by using appropriate technology that was aligned with the culture of the place we made learning a powerful experience for the students.

Scholarly significance of the study:
According to E. F. Schumacher (1973), a top economic planner, technology is capital intensive and is not affordable in the developing world. Yet, technology is often seen as a progressive force for education and economic empowerment. The study addresses the important questions of how do these conflicting views mentioned above play out in practice? Particularly, how do these issues play out in education with technology?

Author

• Sameer Honwad, University of New Hampshire