Curriculum Infusion

Infusing Technology in Math, Science, Technology, and Education in Pueblo Schools

Pueblo ITEST of Mexico provides information technology e-XPERIENCES for students and teachers to nurture emerging Pueblo IT professionals in the spirit of tribal self-determination. To accomplish this goal, science, engineering, and math curriculum (STEM) is infused with the everyday technology, such as office applications, as well as applied technologies, such as Geographic Information Technology in the instruction of Pueblo students. Unique to the Pueblo ITEST program is the incorporation of community-based education, which grounds students in community applications of acquired skills.

Why Community-Based Education (CBE)?

As summarized by SFIS Superintendent Joseph Abeyta, “Community Based Education [CBE] starts with a sense of respect for our community. We listen to community members with the understanding that they are the experts in educating Pueblo youngsters.” Since Pueblo youth have respect and reverence for their tribal leaders, having leadership set learning priorities is important and powerful.

Research tells us that although many Native American students succeed as individuals, they are still the least successful minority group when it comes to education. This is particularly concerning because the students in the United States do not learn as much as students in other countries. There are many theories about what should be done to improve education for all students. Since the 1980s, cognitive learning researchers have been doing brain research to test learning theories. This, coupled with other educational research, shows that all people: 1) Need what they learn to be tied to experiences they have had in the past; 2) Learn best while they are actively doing something; and 3) Learn best if their learning environment keeps changing. This means the way the United States currently educates children is not very effective.

For Indian children, there are two basic theories why they do so poorly in school. First there are two cultural approaches to education (mainstream American culture and Native American culture) that are too dissimilar, so children have trouble learning. The second major theory is that Native Americans are at the bottom of the power structure and are oppressed by the mainstream, so children unconsciously reject the institutions of the mainstream, like schools.

CBE has an answer for all the problems mentioned above. First, by tribal leadership setting learning priorities, Pueblo children’s learning is for the tribe, not the mainstream. Second, giving children a chance to help with the work of the community gives them a chance to build on prior experience, be active in their learning, and have a learning environment that keeps changing. The experiences in the community are subtly tied to culture in that community members, as they engage with students, use the Native language and culture to help children to learn. By sharing what they have learned with the community, children see that their learning is of use. They experience “giving back” to their community in a way that is real.