Professor Maurita Holland
Kari Smith
August 27, 1998
University of Michigan

Introduction

The Program

The Instructors

The Participants

Evaluation

Results

 

Introduction

The first Cultural Heritage Preservation Institute, a one-week invitational summer institute for middle-school teachers and students, was held at the Navajo Nation, June 21-26, 1998 at Diné College, in Tsaile, Arizona. During the week twenty-two participants from Kayenta, Tuba City, Rocky Ridge, Chinle, Arizona and Crownpoint, New Mexico learned to use information technology to document and record cultural heritage. In particular, they learned how to use the Internet and other technology tools to share their heritage with each other and others using the World Wide Web. By the end of the Institute, each school group of participants created an educational module (project) based on an aspect of Diné culture using the information and skills they learned during the institute.

The Cultural Heritage Preservation Institute grew out of a conversation among Prof. Maurita Holland, graduate student Kari Smith and Rocky Ridge middle school teacher Linda Austgen in late December 1997. Discussion centered around how the School of Information, already having three years of experiences at the Navajo Nation, could work in collaboration with K-12 schools and the tribal college to use information technology to enhance cultural education in the classroom.

Prof. Holland and Kari Smith built upon the ideas raised during the initial discussion. They developed a plan for a Cultural Heritage Preservation Institute and articulated three goals:

• develop collaboration among K-12 schools, cultural institutions (e.g., Ned A. Hatathli museum and Diné College), community members, and the School of Information with a theme of cultural heritage preservation and documentation,
• bring teachers and students to a learning environment to work together and use information technology as the vehicle for developing their collaboration, creating educational materials about Diné culture in Navajo voice, especially kid's voices,
• work with students to 1) raise students awareness of the role of museums in preserving cultural heritage, 2) to encourage students' effective participation in the information society, 3) to stimulate interest in information technology as a career, and 4) to encourage the use of the World Wide Web as a shared community space, and 5) raise awareness of the Tribal colleges and encourage pursuit of higher education to K-12 students.

Holland and Smith envisioned using information technology to produce Internet available products (webpages) created by the students and teachers of Navajo middle schools. The content would be chosen by the participants of the Institute with a theme of Diné culture. In order to stimulate projects, demonstrations, lectures and artifacts would be available to the participants to use as models, information and as a basis for the content of the projects. School of Information graduate students would provide technology training necessary using grant supplied equipment for the participants to create their products. At the completion of the institute, the participants would have created initial, but stand-alone, educational modules for use in the classroom during the subsequent school year. Additionally, the products created during the institute would serve as a starting point for future work in enhancing and adding to the projects.

Drawing on the relationship built at Diné College, Holland and Smith contacted the Ned A. Hatathli museum, testing the model with museum director, Harry Walters, and the museum's curator, Edsel Brown, and inviting their input and participation as Diné cultural heritage educators and hosts. In March 1998, Smith traveled to Diné College to work with Walters and Brown on the plans for the institute. At the end of this planning session the cultural components of the institute were in place, and Diné College agreed to host the event to take place for one week in June 1998.

The School of Information acted as institute organizer, technology trainer and facilitator. Using the Kellogg II supported workshop class framework, SI students created technology instructional materials, led discussions about how the projects could fit into classroom teaching, and worked one-on-one with the participants in the creation of the projects. The challenges for the School of Information included:

• incorporating information technologies into educational modules for use in the classroom,
• bridging the perceived gap between traditional culture and modern technological life (use of information technology to teach about Diné culture), and
• creating and producing an institute of high cultural integrity and significance for all participants.

The Program

During the institute, participants received instruction on Internet basics that included browsing, searching and critical evaluation of web sites. They also learned how to make basic web pages using the HTML editor software PageMill, PhotoShop illustrating software, and how to use a Kodak DC210 digital camera. On the first day participants were given guided tours of the Hatathli Museum and subsequently used Museum exhibits as reference for some of the projects. In addition, throughout the week the participants were able to experience and learn about Diné cultural heritage. This was done through demonstrations and lectures by Diné artisans (woodcarving, pottery, basketry, and silverSmithing). A guided tour of Canyon de Chelly gave the participants a chance to learn about the historical and cultural significance of the canyon and experience its natural beauty. One night a local astronomer set up a telescope for the participants to see a special astronomical event and explained the stars and constellations. During the final two days of the institute, participants designed and created web-based projects available on the Internet, hosted at the School of Information. These projects will be the basis for on-going education and curriculum development of cultural heritage education and community heritage documentation. On the last day of the Institute each participant took part in a public presentation of their projects. The presentations were well received and attended by the President of Diné College, Dr. Tommy Lewis, Diné College faculty and guests.

The Instructors

The project director of the institute was Professor Maurita Holland of the School of Information. In addition to Prof. Holland, instructors included seven graduate students from the University of Michigan, School of Information and School of Education and the director and the curator of the Ned A. Hatathli Museum at Diné College. In particular Harry Walters and Edsel Brown from the Museum lead educational tours through the Museum and a day long guided tour of Canyon de Chelly. Mr. Brown demonstrated pottery making and engaged a workshop of pottery making for the Institute participants. In addition, three artisans in the Tsaile area demonstrated their crafts to the Institute participants. Five graduate students from the School of Information (SI) and the School of Education worked with participants on the use of the digital cameras, HTML editing and project design. Working together the Institute instructors provided a multi-faceted and rich educational experience for the participants.

The Participants

Middle-school teachers from the Navajo Nation were invited to apply to the Institute. Criteria for selection included:

• The middle school must be networked with classroom Internet access and the ability to use the World Wide Web for classroom instruction,
• The applicant must submit a letter of support from the school's principal, and
• Applicants must write a statement of intent about continuing their cultural heritage and education effort during the 1998-1999 school year.

Eight teachers were selected from six schools, and each teacher was asked to select three students to attend the institute with them. Six teachers and fifteen students from five schools participated in the week-long Institute. Each teacher received a stipend for attending and participating fully in the institute, PageMill authoring software and a digital camera for continued use on their cultural heritage projects.

Evaluation

That the institute was successful is demonstrated by both the projects the participants created about Diné cultural heritage and evaluation of the participants. Having professionals from the fields of education, information, and cultural studies involved in the planning process ensured the success enjoyed during the institute. Additionally, having high quality equipment and individualized technology training were important for the participants. The field trip and live demonstrations and lectures about Diné arts and crafts provided significant learning experiences for the participants, which they then incorporated into their projects and lives.

The seven teachers and thirteen students (see appendix A for detailed evaluations) completed evaluation forms. The evaluations showed that the teachers found the use of the digital camera highly relevant scoring in the range of 4.45. Learning was rated at 4.5 for using the digital camera. The students showed similar scores for learning (4.4) how to use the digital camera. Interestingly however, the students and teachers varied significantly in their confidence levels. Teachers rated their confidence in the use of the digital camera at 4.3, webpage creation at 3.7, and project development at 4.1, whereas, students rated their confidence in using the digital camera at 4.6, webpage creation at 4.2, and project development at 4.4. Overall instruction by the Michigan team was rated by the teachers at 5 and overall satisfaction with institute at 4.8.

Teachers specified "spending time with my students" and "getting to know knowledgeable people" among the things they enjoyed about the institute. Another teacher wrote, "the help from the U of M students, they were amazingly kind considerate, and more than helpful with the projects. Their interaction with the students was wonderful to behold!" When asked what additional topics they would like to see addressed, teachers said that they would like to learn what Navajo elders feel would be inappropriate to put on a web page. (Note: although not specifically presented during the institute, this topic was addressed with the Diné College partners during the formation of the institute and reflected in the choice of the topics and arts demonstrated during the institute.) Another teacher wrote, "everything was well organized and the amount of topics and demonstrations fit well into the amount of time we had." One of the students wrote, "I think that we should teach other Native Americans about the Web and all because it is very important to our future." Another student wrote, "why look for more - this one is the greatest."

The teachers were asked what they would say to a colleague about the quality and relevance of the institute.

• "It was great! Can't say it enough. It was a wonderful experience. I truly believe the schools need to be made aware of this program."
• "I would recommend CHPI to my colleagues because in a week I have learned a lot. The presentations/lectures was excellent."
• "To those who are interested I would give 'rave' review to this project. The institute created an excitement within me that I would like to share with others. Once I show what the kids did in the limited time, then I'm sure others will want to become involved."
• "I would say that if given a chance to attend 'don't pass it up!' The artisan presentations and talks from Edsel were, after the technological parts, the best."
• "It was very important and was very relevant. We all need to experience something of this sort to appreciate our culture more and to realize the relevance of this type of workshop/project."

SI students also evaluated their experience. Their comments included a number of positive suggestions for improvement and a good deal of enthusiasm for the experience.

• "Overall the Navajo project stands out in my mind due to the immediate changes I could see in the students. I was amazed by the amount the children were willing to endure to complete a task they were only partially willing to undertake on the first day. The fact that they would voluntarily stay in the hot computer lab is testimony itself."
• "I believe that the Middle School teachers will also be able to more effectively teach similar materials now that they have seen what it is like to be a student in that sort of environment."
• "[Use] participants from the '98 institute as instructors/advertisers and planners for future institutes so that the momentum from this institute can be carried on into the future and perfected to address the issues that these participants find in trying to carry on the projects independently in their schools."
• "I [have] the strong belief that we accomplished good things, we did well, and that the entire trip was extremely educational and rewarding."

Results

At the end of the institute, we observed several results, which we might not have anticipated. One was the degree to which the attendees felt an increased cultural bond.

The teachers commented that they had learned a good deal about Diné culture; almost all of them expressed unrealized estrangement and credited the institute for having restored or increased their cultural focus. Their students felt it was an interesting and important experience also, especially because they learned a method of preserving the cultural heritage that they are afraid is being lost.

During the Institute teachers learned how to use the technology tools to create Internet products. One teacher commented that he had attended three different training sessions on HTML and web page creation; only at CHPI had he learned the necessary skills to develop projects for himself and his students.  Creativity was unleashed in the kids. Using various tools such as scanners and art software, the kids quickly gained facility to draw images and proudly used these in their web pages (e.g., see digital rug design and scanned drawings in web pages).

If you would like more information about the Institute, please view the About page that is linked off the CHPI Home Page.  You may also contact us by phone at:  734 647-7650, by mail at: The School of Information, Cultural Heritage Preservation Institute, 412 West Hall, 550 East University Ave., Ann Arbor, MI  48109-1092, or by email at: Professor Maurita Holland.
 

Hosted by  Ned A. Hatathli Museum, Diné College, Presented by School of Information, University of Michigan and Funded by the W.K. Kellogg Foundation

Last updated on September 17, 1998
This page is: http://www.si.umich.edu/CHPI/navajo/report.html
Contact: Professor Maurita Holland with any comments.