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Alliance for Equity in Higher Education (2004, February). Serving the Nation: Opportunities and Challenges in the Use of Information Technology at Minority-Serving Colleges and Universities. PDF (299 KB) Washington, DC: The Institute for Higher Education Policy. Retrieved December 6, 2005 from http://www.ihep.org/Pubs/PDF/ServingTheNation.pdf.

This report describes how Historically Black Colleges and Universities, Hispanic-Serving Institutions, and Tribal Colleges and Universities are in a position to remedy the technological disenfranchisement of the nation's emerging majority populations but remain limited due to lack of financial resources. The report details the findings of a national survey of Minority Serving Institutions (MSIs) commissioned by the Alliance for Equity in Higher Education to assess the overall status of information technology use at MSIs. The report also profiles six MSIs that have earned high praise for their creative information technology applications. Recommendations focus on how to invest in policies and programs that will help take MSIs to the next level in technology use.

Haag, M., & Coston, F. (2002). Early Effects of Technology on the Oklahoma Choctaw Language Community [Electronic Version]. Language Learning & Technology 6(2), 70-82.

The Choctaw Nation of Oklahoma has implemented some new technological means of teaching the Choctaw language to its dispersed members. After an initial year of telecourses, an Internet course was introduced in 2000 which has served approximately 1,000 students at varying levels of intensity. The design of the course makes direct evaluation of language learning difficult; however, the program has served other goals, such as cultural solidarity and political prestige for the tribal government. The introduction of high technology into the Choctaw Language Program has had other strong effects in facilitating other ventures into high-level preservation, literacy, and pedagogical efforts, the most important of which is putting the Choctaw language into all the public schools in southeastern Oklahoma. The ready acceptance of technology and deliberateness of its introduction is partially attributable to cultural attitudes.

Kroskrity, P., & Reynolds, J. (2001). On Using Multimedia in Language Renewal: Observations from Making the CD-ROM Taitaduhaan. In L. Hinton & K. Hale (Eds.), The Green Book of Language Revitalization in Practice (pp. 317 - 329). San Diego, CA: Academic Press.

This chapter describes how the authors designed and produced the CD-ROM Taitaduhaan: Western Mono Ways of Speaking as a multimedia, performance-based resource for language revitalization efforts. On the basis of their experience in developing the CD-ROM for members of a central California tribe, the authors make some suggestions for those who consider using multimedia in other language renewal projects.

McHenry, T. (2002). Words as Big as the Screen: Native American Languages and the Internet [Electronic Version]. Language Learning & Technology 6(2), 102-115.

As linguists working with the revival, maintenance, and survival of Native American languages have noted, the forces causing languages to become obsolete are not merely linguistic: political, economic, and social factors all influence the viability of indigenous languages. Thus, researchers addressing Native American issues must pay attention to these factors in order to understand more fully the complexity of language decisions for Native Americans. However, the majority of research done on Native American languages is done by non-Natives. This Native subject/non-Native researcher relationship is a problematic one, given the longstanding practice of non-Native people making decisions for and about Native Americans. To make matters even more complex, the dominant North American culture has a long tradition of mythologizing Native Americans as pre-literate "children of nature" -- an outdated stereotype that does not reflect the sophisticated appropriation of computer technology by Native American communities during the "Internet revolution" of the last 10 years. This paper explores the complex history of Native American language research before discussing how one Native school is utilizing Web technology.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (2005, October). Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten through Twelfth Grade: 2003. Washington, DC: Government Printing Office. Retrieved July 25, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111rev.

This Issue Brief describes the percentage of students in grades 12 or below who used computers or the Internet in 2003. The Brief highlights the fact that computer and Internet use is commonplace and begins early. Even before kindergarten, a majority of children in nursery school use computers and, and 23 percent use the Internet.

U.S. Department of Education; Office of Planning, Evaluation, and Policy Development; Policy and Programs Studies Service (2007). State Strategies and Practices for Educational Technology: Volume 1 – Examining the Enhancing Education through Technology Program. PDF (1,384 KB) Washington, DC. Retrieved April 19, 2007 from http://www.ed.gov/rschstat/eval/tech/netts/netts-vol1.pdf.

This report discusses the role of the Enhancing Education Through Technology (EETT) program, the state priorities and programs that EETT supports, and the relationship between state educational technology program activities and the overarching goals and purposes of the No Child Left Behind Act of 2001. Chapter 1 of this report describes state educational technology policies and related programs, including the role of the EETT program in state efforts. Chapter 2 presents individual state profiles that present data summarized in Chapter 1.

This report is part of the U.S. Department of Education's National Educational Technology Trends Study (NETTS), a multiyear evaluation that documents the implementation of the EETT program. The report draws primarily on data from NETTS surveys of state educational technology directors and district technology coordinators that were gathered in 2004 and 2005 and case study data gathered by NETTS in six states in 2004. The survey results reported focus on administrators' perceptions of needs and strategies as opposed to providing direct evidence of needs or strategies, unless otherwise noted. The state survey asked state educational technology directors about state priorities for educational technology and administration of the EETT grant program. The district survey asked district technology coordinators about current and past activities supported by the EETT program and other general educational technology activities in their districts. State case study data are used to illustrate themes raised by state survey data.

Villa, D. (2002). Integrating Technology into Minority Language Preservation and Teaching Efforts: An Inside Job [Electronic Version]. Language Learning & Technology 6(2), 92-101.

The recent explosion in technology, in particular in computer and digitizing systems, has many implications for heritage language maintenance and learning. In particular, authentic language usage can be easily recorded and preserved for those goals. That same explosion, however, can lead to a less than appropriate implementation of technology for language maintenance and learning. Further, certain cultural boundaries can make it difficult to have access to authentic language usage, particularly by out-group individuals who work on indigenous languages. This paper presents a pilot study that attempts to both implement technology in an appropriate manner and surmount the problems faced by out-group language researchers by training an in-group member, in this case a speaker of Navajo, in the methodology and technology necessary for recording and preserving her heritage language. The results of this work are discussed, as well as the role of computer and digitizing technology in language maintenance and teaching.

Wells, J., and Lewis, L. (2006). Internet Access in U.S. Public Schools and Classrooms: 1994—2005 (NCES 2007-020) [Electronic Version]. U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007020.

This report presents 11 years of data from 1994 to 2005 (no survey was conducted in 2004) on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students and teachers. It also provides information on teacher professional development on how to integrate the use of the Internet into the curriculum, and the use of the Internet to provide opportunities and information for teaching and learning.

Disclaimer and Terms of Use

Disclaimer: The papers on this web page are provided for your convenience. We believe these papers provide information that is relevant and useful to efforts to improve teaching and learning for Native American students. The opinions expressed in these papers, however, do not necessarily reflect the positions or policies of the Office of Indian Education or the U.S. Department of Education. Also, the inclusion of papers here does not represent, nor should it be construed or interpreted as, an endorsement by the U.S. Department of Education of any private organization or business.

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