ABSTRACT
Research over the past two decades has found that students who are allowed to identify with their home languages and cultures in their schools and communities can improve their learning (Banks, 1993; Ladson-Billings, 1994; Lee, 2007; Nieto, 2010). As our schools become more diverse, our learning environments and instructional products must meet the needs of the increasingly diverse student population. In order to promote student engagement among these learners and provide meaningful learning experiences for them, scholars in the field of instructional design and technology (e.g., Young, 2009; Richey, Klein, & Tracey, 2011) have begun to provide guidelines and models to incorporate cultural values in the design and development of learning environments that utilize technology.
