Using digital media to mediate learning in remote aboriginal communities

Abstract

Developing pedagogies that enhance learning for Aboriginal students is a priority given their poor learning outcomes. Remote teachers recognise the strengths in the arts and sport as interest areas to build bridges between the home and school, and increasingly the strong interest in ICTs and a range of digital media is being recognised. This chapter reports on strategies used by teachers to enhance learning through the use of ICTs, by employing a culturally responsive pedagogy to build a program for remote Indigenous learners. In this chapter the tensions and affordances of such an approach are highlighted, and third generation activity theory is used to frame the learnings from this intervention.