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Creators/Authors contains: "Baker-Ramos, Rachel"

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  1. ; ; ; ; ; (, Proceedings of the 2024 ACM Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT ‘24))
    Hawaiian bilingual language immersion (Kaiapuni) schools infuse curricula with place-based education to increase student connection to culture. However, stand-in teachers often lack the background and tools needed to support immersion learning, resulting in discontinuity for students in their culturally relevant education. This experience report describes a partnership between the Ka Moamoa Lab at the Georgia Institute of Technology and Ke Kula Kaiapuni 'O Pu'ohala School to design a teacher-substitute support platform via a hybrid of assets-based design methodology and emerging technology capabilities. We share insights offered by teachers and design requirements for such a platform. We also reflect on how HCI methodologies should adapt to center and respect Native Hawaiian perspectives. 
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