Techno-vernacular creativity, innovation and learning in underrepresented ethnic communities of practice

Abstract

A model for ‘techno-vernacular’ creative production as an area of practice that investigates the characteristics of this production and its application in STEAM (Science, Technology, Engineering, Art, Mathematics) learning was proposed. This dissertation consists of a study involving four workshops conducted between 2013 and 2014 that sought to examine the impact of the following combined methods a) culturally situated design, which connects vernacular art and crafts with standards-based STEM principles and allows users to simulate and develop their own creations; b) art-based learning, which is effective in stimulating the development of 21st century skills such as creativity, learning, and innovation; and c) educational applications of new technologies on UEG learning in STEAM. Findings show that this combination led to an increase in interest and motivation among UEGs. This study demonstrates the connection between technical literacy, diversity, and culture through TVC taxonomy and a learning ecology for teaching STEAM. This research aims to make a significant contribution to interdisciplinary education by bringing the culturally situated design and arts-based learning communities to STEAM through the learning sciences and to further scientific understanding of UEG interest and motivation as a model to inform future research.