Rebuilding Haiti's Educational Access: A Phenomenological Study of Technology Use in Education Delivery

Autor/in	Sandiford, Gladwyn A.
Titel	Rebuilding Haiti's Educational Access: A Phenomenological Study of Technology Use in Education Delivery
Quelle	(2013), (298 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-3383-9
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Blended Learning; Conventional Instruction; College Students; Poverty; Educational Attainment; Phenomenology; Student Attitudes; Teacher Attitudes; Models; Guidelines; Distance Education; Educational Theories; Learning Theories; Interviews; Telecommunications; Religious Factors; Academic Aspiration; Crime; Violence; Information Technology; Access to Information; Social Networks; Cooperation; Problem Solving; Academic Achievement; Technology Integration; Information Systems; Access to Education; Haiti + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Collegestudent; Armut; Bildungsabschluss; Bildungsgut; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Lehrerverhalten; Analogiemodell; Richtlinien; Distance study; Distance learning; Fernunterricht; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Interviewing; Interviewtechnik; Telekommunikationstechnik; Crimes; Delict; Delicts; Delikt; Gewalt; Informationstechnologie; Social network; Soziales Netzwerk; Co-operation; Kooperation; Problemlösen; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	There is a lack of access to technology blended with face-to-face instruction and learning in Haiti. Despite this lack of access, some Haitian college students have nevertheless leveraged technology to overcome the obstacles of poverty and obtain a higher education. This phenomenological study explored the lived experiences of 20 adult participants, consisting of 8 Haitian adult college students, 4 teachers, 5 information systems technicians, and 3 administrators from the Carrefour community of Haiti, to help reveal the reasons behind these successes. The theoretical framework included transactional distance education theory, social learning theory, and use of the technology acceptance model (TAM). Data were collected through interviews that were conducted over the telephone and face-to-face; these data were then sorted, coded, and analyzed for categorical parts and central themes. Emergent themes included but not limited to (a) encouragement, sacrifice, and support from family in addition to personal determination and gratitude for survival (b) faith in God and desire to help others, (c) saw education as the only way to avoid involvement in crime and violence, and (d) motivated by the ability to use technology for research, collaboration, and problem solving, were factors in education achievement. The findings of the study suggested various forms of social media, such as Facebook or networking applications including ooVoo or Skype, should be integrated in the classroom to narrow the education achievement gap in Haiti. The results of the study might be helpful to Haitian college students and educational leaders in their efforts to create initiatives to support, promote, and encourage the implementation and usage of technology in blended learning classes and provide adequate training for teachers to increase technology adoption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01