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Utilizing Distributed Ledger Technology to Integrate Anglophone and Indigenous Pedagogies in the 21St Century – the Case for Hawaii

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Utilizing Distributed Ledger Technology to Integrate Anglophone and Indigenous Pedagogies in the 21St Century – the Case for Hawaii Utilizing Distributed Ledger Technology to Integrate Anglophone and Indigenous Pedagogies in the 21st Century – The Case for Hawaii by GREGORY HOWARD JACKSON Thesis submitted for the Doctor of Philosophy in the School of Education The University of Buckingham March 2020 Title: Utilizing Distributed Ledger Technology to Integrate Anglophone and Indigenous Pedagogies in the 21st Century – The Case for Hawaii Author: Gregory Howard Jackson ABSTRACT The emergence of the Fourth Industrial Revolution (Industry 4.0) is rapidly transforming many global industries influenced by the growth and use of artificial intelligence (AI), distributed ledger technology (DLT), ubiquitous cloud and edge computing as well as other emerging digital platform-based systems. Mobile technologies and their use and adoption in education have generated research concerning new approaches for technology-enhanced learning (TEL), including mobile learning (m-learning). The evolution of TEL and recent research on m-learning and ubiquitous learning (u-learning) offer the potential for a new phase of educational delivery marked by a continuity of the learning experience across different learning settings using the mobile device as the mediator. Chan and colleagues use the term “seamless learning” to describe these new affordances. Indigenous peoples have historically experienced both the positive and negative effects of being educated within the Anglophone tradition. American Indian, Alaska Native, and Native Hawaiian students have had the highest high-school dropout rates of any racial or ethnic groups in the United States and are the least represented on college campuses at both the undergraduate and graduate levels. This thesis has selected the Native Hawaiian indigenous culture for in-depth analysis. It examines the epistemological and ontological underpinnings of the Native Hawaiian worldview and the educational history of indigenous Hawaiians in the State of Hawaii, both ancient and modern. In addition, it examines the potential for the synthesis of the Anglophone and Native Hawaiian pedagogical traditions in order to improve educational outcomes for these and other indigenous students attending United States public schools. Since the early 1960s, the education of Native Hawaiians in the State of Hawaii has undergone a gradual systemic transformation that has led to improved outcomes. To that end, the Hawaiian language, cultural values, and the use of traditional pedagogies have blossomed, primarily due to the establishment of indigenous-led Hawaiian culture-based education (CBE) initiatives and scholarship. Moreover, the creation of a growing number of Hawaiian Language Immersion and Public Charter Schools has elevated these CBE pedagogies to a new level of importance within the public education system of Hawaii. While significant challenges to increased progress remain, the innovative use of a cultural strengths-based approach has succeeded in addressing several of the historical barriers hindering Native Hawaiian student motivation and engagement in education. In addition, empirical research conducted in Hawaii has verified a CBE model framework capable of improving indigenous student outcomes within the Anglophone traditions of the United States educational system. This thesis examines the potential for the integration of traditional Anglophone and indigenous pedagogies implemented through mobile seamless learning modalities. It analyses the significant synergies available through the utilization of DLT and Hyperledger applications for the facilitation of seamless learning interactions between providers and seekers of education when structured within a new integrative model. It also examines the unexplored gaps in the research associated with mobile-assisted seamless learning (MSL) and recommends the potential application of the model design to close those gaps, increase the seamlessness of MSL and propel learning opportunities. The model is then situated within both the Anglophone and Native Hawaiian pedagogical traditions in order to illustrate the MSL affordances available for both educators and mobile indigenous learners. Finally, several use cases of the integrative model are provided to demonstrate its flexibility and extendibility in different m-learning and other indigenous and traditional learning environments. While not a comprehensive or complete solution, this integrative model nonetheless has implications for future research as well as potentially broad applications for indigenous communities to collaborate and share their knowledge at a lower cost, and for educators and students worldwide to benefit mutually as the Fourth Industrial Revolution advances. ii ACKNOWLEDGMENTS I wish to express my sincere gratitude to Dr. Ronald E. Bartholomew. He consented to step-in and be my thesis supervisor over the last year at a critical time in the development of this dissertation. His guidance has been invaluable. He has been a friend and mentor and has given of himself, his time, and most importantly, provided his outstanding acumen and knowledge of scholarly writing to assist my efforts. Many thanks to him for his patience in reading and correcting style and grammatical shortcomings. I am grateful to Dr. Michael Conolly, who acted as my initial thesis supervisor and helped with the organization, structure, and earlier writing and editing of my thesis. He also was an excellent mentor and friend. I am also most appreciative of the assistance provided by my Examiners, Dr. James Tooley and Dr. Bryant Jensen, in reviewing my original thesis manuscript and their professional recommendations for editing and improvement. Finally, I wish to express my gratitude to my family, close friends, and others too numerous to mention, who provided constant encouragement. Without their emotional support, I would not have been able to sustain my motivation and devote the time and energy to this thesis that was required. iii ABBREVIATIONS 5G – 5th general wireless infrastructure ABCFM – American Board of Commissioners for Foreign Missions ACT – American College Testing AI – artificial intelligence AI or Indian – American Indian AI/AN/NH –American Indian, Alaska Native and Native Hawaiian AIHEC – American Indian Higher Education Consortium AIM – American Indian Movement AKRSI –Alaska Rural Systems Initiative AN – Alaska Native ANKN – Alaska Native Knowledge Network BIA – Bureau of Indian Affairs CBE – culture-based education CHAT – Cultural Historical Activity Theory CLD – culturally and linguistically diverse CLM – Constructivist Learning Model CRE –culturally-relevant education CREDE – The Center for Research on Education, Diversity and Excellence DLT – distributed ledger technology— also frequently referred to as the blockchain DOE – Department of Education ECC – Education and Community Change Project ECE – early childhood education ESL – English as a Second Language Gen Z or Generation Z – individuals born from 1996-2012 iv GPS – global positioning system HCIE – Hawaiian Cultural Influences in Education HCR 108 – House Current Resolution #108 HF – Hyperledger Fabric or Hyperledger Framework—a suite of digital applications HIDOE – Hawaii State Department of Education HIER – The Hawaiian Indigenous Education Rubric HPCS – Hawaiian Public Charter School (s) HPS – The Hawaiian Studies Program IC – instructional conversations IC – integrated chip ICT – information and communications technology Industry 4.0 – The Fourth Industrial Revolution IoT –the Internet of Things K-12 – kindergarten through the 12th grade KEEP – Kamehameha Early Education Program LMS – learning management system (s) MEIM – Multigroup Ethnic Identity Measure MIT – Massachusetts Institute of Technology m-learning – mobile learning MOOC – massive open online course MSCP – Michigan Community Scholars Program MSL – mobile-assisted seamless learning NASA – National Aeronautics and Space Administration NCLB – No Child Left Behind NH – Native Hawaiian v NHEA – Native Hawaiian Educational Assessments Project NHEC – Native Hawaiian Education Council NLL – Nā Lau Lama Hawaiian Charter School Alliance NLN – Nā Lei Naʻauao – The Native Hawaiian Charter School Alliance NSF – The National Science Foundation OER – open educational resources OHA – Office of Hawaiian Affairs OHE – Office of Hawaiian Education P-20 – pre-school through undergraduate college graduation PPRC – Pacific Policy Research Center SAT – Standard Aptitude Test SNBH – Navajo language term - ʻsaah naaghai bikeh hozhoon - signifying the interconnectedness that exists between the cognitive, physical, societal and spiritual dimensions of human experience STE –The Sociocultural Theory of Education STEM – science, technology, engineering and math TCUs – Tribal Colleges and Universities in the United States TEL – technology-enhanced learning UH – Hilo – University of Hawaii, Hilo Campus u-learning – ubiquitous learning VR –virtual reality WYMIWYG – what you measure is what you get vi TABLE OF CONTENTS ABSTRACT ........................................................................................................ ii ACKNOWLEDGEMENTS ................................................................................. iii ABBREVIATIONS ............................................................................................. iv LIST OF FIGURES ............................................................................................ ix LIST OF TABLES .............................................................................................. xi
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