Notes - National Museum of the American Indian

National Museum of the American Indian
Meeting with Marty Kreipe de Montano
Thursday, October 19, 2006
1:30 pm – 3:00 pm

Attendees:
Marty
Yolanda
Tasha
Ya Yun
Yen-Yu
Robert

Haskell
University of Kansas
Bureau of Indian Affairs

UT – University of Texas
QuickTime for Educators Program

Pro-sumer equipment
Needs:

Need more awareness of resource center
Laundry list

Puzzle/Solitare game
Match Game – Flyback animation

Shell to be populated
Give

Laundry List
Relate to present day
Address change over time
Focus on 4th to 8th graders

Tribal involvement

Shell to be populated
E-mail to themselves
Prototype Activities

Action
Tracking
People are still here
People today
Tribal communication
Tribal College Library
Techinal Esign
Terra Incognito
Austin Texas http://www.terraincognita.com/
Paco Link
Mark Baltzegar

http://www.terraincognita.com/production.php?topic=all_topics&title=interactive_learning_center

http://www.terraincognita.com/studio.php?section=team_members

Summary
Defining the Project
Proposal
Education and Technology

0:00
Get technology in schools and teach the teachers how to use technology.
Kids are not afraid
Funded

Summer Institute at Haskell

1:19
NMAI joined

UT Austin http://www.edb.utexas.edu/ltc/
Paul Resta
http://www.utexas.edu/opa/news/00newsreleases/nr_200002/nr_children000207.html

Mark Christal
http://teachnet.edb.utexas.edu/~mark/
QuickTime for educators and

http://www.ischool.utexas.edu/research/publications.php
5:28
Kaidan Object Rig http://www.kaidan.com/
Four Directions Project – Lazy Susan
Prosumer equipment

8:20
Four directions
http://www.4directions.org/
http://www.4directions.org/community/abstract.html

Grant
Beginnings of the NMAI resource enter
http://www.archimuse.com/mw2001/papers/christal/christal.html
People don’t apply to museum programs

15:00
Group Introductions

20:00
Possible needs / problems
Applying to program
Communications – marketing needs
Identifying possible solutions commitment to “this living culture”

30:00
“A cross between a puzzle that you piece together, with the functionality of solitaire. Matching game.”
Hopi: Teepee, Long House, Pueblo (will fit)
List of Tribes on one sides

31:50
“Some kind of shell that we could populate that would also give them things we don’t ask for.” (Present day)

32:30
“When we have the fourth through eighth graders come in here and they have this assignment, we can say you can go out there and you can pick different tribes – and if it was something we can add tribes too we can work over the long haul we could determine how much to involve tribes”

“If we could have some kind of shell where we could populate the information”
Defining needs with similar type of projects

Determine the design
Build the prototype

“Something we can populate ourselves – we may want to work with tribes to see how they want to be represented.”

35:00
Maybe a collage of photos that say something like "Cherokee" on the top.
Needs to be something they can e-mail to themselves. We don’t print anything out.
- e-mail postcard, coloring pages.
e-mail Powerpoint?
Utilize a library of images.
38:00

Timeline activity – may drop images on top of a timeline or a map.
The shell.

41:06
Breakdown book – Indians of North America by Harold E. Driver.

44:00

END

I've been trying to absorb a lot of reading for graduate school lately. I recently read report about technology in schools published by Cisco Systems.
(http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf)

Here are some important notes for their research:

Miscalculations on the part of researchers:

1. Overly confident that they could easily a accomplish the depth of school change.
2. Lack of effort in documentation of effent on student learning, teacher practices, and system efficiencies.
3. Overestimating the time technology access would be available.
4. Underestimating the rate of change in technology, and the impact on

- staff time
- budgeting
- professional develpment
- software upgrades
- curriculum an lesson design

What are the proven learning technology solutions according to Cisco?

Before I provide a summary, it's important to note the types of learning evaluated by the paper:

1. Automaticity
2. Content expertise or knowlege
3. Information processing and vidualization
4. Higher-order thinking and sound reasoning
5. Authentic learning

The paper also made the distinction betwen descriptive studies and rigorous research.

Here are the technology types they evaluated:

1. Television and Video
2. Calculators
3. Engagement devices
- interactive whiteboards
- quick-response devices
4. Portable ICT (PDAs, tablet PCs, palmtop computers)
5. Virtual Learning
6. In-School Computing (Labs, In-classroom, in libraries)
- Simulations
- Productivity tools
- Visualization tools
- Semantic and concept maps
- Dynamic geometry software
- Web-Based Inquiry Science Education (WISE)
- Cognitive tutors
- Computer assisted instruction
- Communications
- Educational gaming
7. 1:1 Ratio of Computers to Students

In-School Computer Use, Television or Video (for children), and 1:1 computing showed the most substantive results.

Here's a quote on educational gaming (in an educational setting):

Studies have found that games offer immediate feedbac, increase learner participation, reinforce knwledge, and influence attitudinal changes. Educational gaming favors the development of complex thinking skills and problem solving, planning, and self-regulated learning.