346
Views
6
CrossRef citations to date
0
Altmetric
Articles

Integrating emerging technologies in teaching Ugandan traditional dances in K-12 schools in New York City

References

  • Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. Paper presented at the 17th International Council for Open and Distance Education World Congress, Maastricht, Netherlands.
  • Applefield, M., Huber, R., & Moallem, M. (2001). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84(2), 35–53.
  • Ashcroft, B., Gareth, G., & Tiffany, H. (1989). The empire writes back: Theory and practice in post-colonial literatures. London: Routledge.
  • Bakka, E., & Karoblis, G. (2010). Writing ‘A Dance’: Epistemology for dance research. Yearbook for Traditional Music, 42, 167–193.
  • Banks, J.A. (1997). Transformative knowledge, curriculum reform, and action. In J. Banks (Ed.), Multicultural education, transformative knowledge and action (pp. 335–348). New York, NY: Teachers College Press.
  • Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching. Boston, MA: Allyn & Bacon.
  • Bannon, F., & Sanderson, P. (2000). Experience every movement: aesthetically significant dance education. Research in Dance Education, 1(1), 9–26.
  • Barr, S., & Risner, D. (2014). Weaving social foundations through dance pedagogy: A pedagogy of uncovering. Journal of Dance Education, 14(4), 136–145.
  • Birringer, J. (2002). Dance and media technologies. PAJ: A Journal of Performance and Art, 24(1), 84–93.
  • Brookfield, S.D. (1995). Becoming a critically reflective teacher. Jossey-Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass, Inc.
  • Bruner, J.S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
  • Bruner, J.S. (1963). The process of education. New York, NY: Vintage.
  • Bruner, J.S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
  • Buck, R. (2003). Teachers and dance in the classroom: ‘So I need my Tutu?’ (Unpublished PhD Thesis). University of Otago, Dunedin.
  • Buck, R. & Rowe, N. (Eds.) (2014). Moving oceans: Celebrating dance in the South pacific. London: Routledge.
  • Demerson, R. (2013). Beginner's Mind: Applying the Zen practice of Soshin to best practices in dance education. Journal of Dance Education, 13(3), 99–102.
  • Dewey, J. (1938). Experience and education. New York, NY: Colliers Books.
  • Dils, A. (2007). Moving into dance: Dance appreciation as dance literacy. In L. Bresler (Ed.), International handbook of research in arts education (pp. 569–585). Dordrecht: Springer.
  • Drago-Severson, E., Helsing, D., Kegan, R., Broderick, M., Popp, N., & Portnow, K. (2001). Three developmentally different types of learners. Focus on Basics: Connecting Research and Practice, 5, 7–9.
  • Gardner, H. (1983). Frames of Mind. New York: Basic Books.
  • Gore, G., & Bakka, E. (2007). Constructing dance knowledge in the field: Bridging the gap between realisation and concept. In A.C. Albright, D. Davida, & S.D. Cordova (Eds.), Re-thinking practice and theory: Proceedings thirtieth annual conference, society for dance history scholars (pp. 93–97). Paris, 21–24 June 2007.
  • Green, J. (2002). Somatic knowledge: The body as content and methodology in dance education. Journal of Dance Education, 2(4), 114–118.
  • Felder, R.M., & Silverman, L.K. (1988). Learning styles and teaching styles in engineering education. Engineering Education, 78(7), 674–681.
  • Fosnot, C.T. (1996). Constructivism: A psychological theory of learning. In C.T Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 8–33). New York: Teachers College, Columbia University.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civil courage. New Yorkx, NY: Rowman & Littlefield.
  • Freire, P. (1970/2006). Excerpt from pedagogy of the oppressed. In H. Shapiro, K. Latham, & S. Ross (Eds.), The Institution of Education (pp. 155–162). Boston, MA: Pearson.
  • Fviburg, K.M. (1997). The dance of change: Integrating technology in classrooms. Computers in the Schools, 13(1–2), 171–184.
  • Gilbert, G.A. (2003). Toward best practices in dance education through the theory of multiple intelligences. Journal of Dance Education, 3(1), 28–33.
  • Hagood, K.T. (2006). Values and voice in dance education: The merit of fostering tradition, experiment, diversity, and change in our pedagogy. Arts Education Policy Review, 108(2), 33–39.
  • Hannafin, M.J., Hill, J.R., & Land, S.M. (1997). Student-centered learning and interactive multimedia: Status, issues, and implications. Contemporary Education, 68(2), 94–99.
  • Holdt, R. (2013). Considering the role of technology integrated dance curriculum in post-secondary education. Journal of emerging dance scholarship, Retrieved June 18, 2014, from http://www.jedsonline.net/wp-content/uploads/2013/07/considering-the-role-of-technology-integrated.pdf.
  • Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Columbus, OH: Prentice Hall/Merrill.
  • Kaeppler, A.L. (1999). The mystique of fieldwork. In T.J. Buckland (Ed.), Dance in the field: Theory, methods and issues in dance ethnography, (pp. 13–26). Hants: Macmillan.
  • Kimmerle, M., & Côté-Laurence, P. (2003). Teaching dance skills: A motor learning and development approach. Byram: Michael J Ryan.
  • Koh, C. (2013). Exploring the use of Web 2.0 technology to promote moral and psychosocial development: Can YouTube work? British Journal of Educational Technology, 45(4), 619–635.
  • Kolb, D.A. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  • Kozel, S. (2007). Closer: Performance, technologies, phenomenology. Cambridge, MA: MIT Press.
  • Kundu, R., & Bain, C. (2006). Webquests: Utilizing technology in a constructivist manner to facilitate meaningful preservice learning. Art Education, 59(2), 6–11.
  • Larrivee, B., & Cooper, J.M. (2005). An educator's guide to teacher reflection. Belmont, CA: Wadsworth Publishing Company.
  • Leijen, Ä., Admiraal, W.F., Wildschut, L., & Robert-Jan Simons, P. (2008). Pedagogy before technology: What should an ICT intervention facilitate in practical dance classes? Teaching in Higher Education, 13(2), 219–231.
  • Leonard, A.E., & McShane-Hellenbrand, K. (2012). K-5 Student experiences in a dance residency: A case study. Journal of Dance Education, 12(3), 82–86.
  • Loyens, S.M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: Introducing a multi-directional approach. Instructional Science, 36(5), 351–357.
  • Mabingo, A. (2014). Teaching East African dances in higher education in the U.S: Reconciling content and pedagogy. Journal of Emerging Dance Scholarship, Retrieved July 09, 2014, from http://www.jedsonline.net/wp-content/uploads/2014/06/Mabingo.pdf.
  • Mazrui, A.A. (1986). The Africans: A triple heritage. Boston, MA: Little, Brown.
  • McCarthy-Brown, N. (2014). Decolonizing dance curriculum in higher education: One credit at a time. Journal of Dance Education, 14(4), 125–129.
  • Melchior, E. (2011). Culturally responsive dance pedagogy in the primary classroom. Research in Dance Education, 12(2), 119–135.
  • Merleau-Ponty, M. (1968). The Visible and the Invisible, Followed by Working Notes. C. Lefort (Ed.). Evanston, IL: Northwestern University Press. (originally published in French, 1964).
  • Milligan, J. (1999). The idolatry of multicultural education. Multicultural Education, 6(3), 2–5.
  • Mills, G.Y. (1997). Is it is or is it ain't: The impact of selective perception on the image making of traditional African dance. Journal of Black Studies, 28(2), 139–156.
  • Naugle, L.M. (1998). Technique/technology/technique. Dance Research Journal, 30(1), 13–15.
  • New York City Department of Education. (2007). Blue print for teaching and learning in dance: Grades PreK-12. Retrieved on March 2, 2015, from http://schools.nyc.gov/offices/teachlearn/arts/Blueprints/dancebp2007.pdf.
  • Nzewi, M. (1999). Strategies for music education in Africa: Towards a meaningful progression from tradition to modern. International Journal of Music Education, 33, 72–87.
  • Parrish, M. (2007). Technology in dance education. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1381–1397). Dordrecht: Springer.
  • Penrod, J.W. (2005). Dancing with technology. Journal of Physical Education, Recreation & Dance, 76(1), 6–7.
  • Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186.
  • Renninger, K.A., & List, A. (2012). Scaffolding for learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2922–2926). New York, NY: Springer.
  • Richardson, V. (2003). Constructivist pedagogy. The Teachers College Record, 105(9), 1623–1640.
  • Risner, D., & Anderson, J. (2008). Digital dance literacy: An integrated dance technology curriculum pilot project 1. Research in Dance Education, 9(2), 113–128.
  • Schmitz, N.B. (1990). Key education issues: Critical to dance education. Journal of Physical Education, Recreation and Dance, 61(5), 59–61.
  • Shapiro, S.B. (2008). Dance in a world of change: A vision for global aesthetics and universal ethics. In S. Shapiro (Ed.), Dance in a world of change (pp. 253–272). Champaign, IL: Human Kinetics.
  • Simons, P.R.J. (2006). Information and communication technology in vocational education in the Netherlands. (Unpublished manuscript). University of Utrecht, The Netherlands.
  • Smith-Autard, J. (2003). The essential relationship between pedagogy and technology in enhancing the teaching of dance form. Research in dance Education, 4(2), 151–169.
  • Spivak, G.C. (1988). Can the subaltern speak? In P. Williams & L. Chrisman (Eds.), Colonial discourse and postcolonial theory: A reader (pp. 66–111). New York, NY: Columbia University Press.
  • Terwel, J. (1999). Constructivism and its implications for curriculum theory and practice. Journal of Curriculum Studies, 31(2), 195–199
  • Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Dubuque, IA: Kendall/Hunt Publishing Company.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wager, J. (2005). Support services for the net generation. In D. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation. Retrieved April 15, 2014, from http://net.educause.edu/ir/library/pdf/pub7101.pd
  • Welsh-Asante, K. (Ed.). (1996). African dance: An artistic, historical, and philosophical inquiry. Trenton, NJ: Africa World Press.
  • West, C. (1993). Beyond Eurocentrism and multiculturalism. Chicago, IL: University of Chicago Press.
  • Wildschut, E.M.M. (2004). Dance and technology. Retrieved on June 13, 2014, from http://dspace.library.uu.nl/handle/1874/14227.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.