A study examining divisions in the value of educational technology between students in isolated communities of Newfoundland and Labrador

Healey, Della E. (1998) A study examining divisions in the value of educational technology between students in isolated communities of Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

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Abstract

This qualitative study was undertaken because it was perceived that the Newfoundland and Labrador Education System is failing to meet the needs of all students in isolated communities of the province. The primary aim of the study was to determine if there are divisions in the value of educational technology between students in isolated communities of Newfoundland and Labrador. -- The study included twenty-two participants from two sample groups. Two of the participants were administrators in the schools being studied. They identified students according to their access to current educational technology. The other twenty participants consisted of Level II and Level III students from the two schools being studied. Participants, other than the administrators were randomly selected. Data was collected via questionnaires and interviews. Most questions were open-ended and broadly stated. -- The data analysis procedure, as described by Marshall and Rossman (1995), was used to analyse the data in this study. Questionnaires were studied and interviews were transcribed. Redundancies in the data were removed. Responses of the sample groups were examined for similarities and differences. These were identified and grouped together. The information was perused for matches and mismatches between the two sample groups. The survey data was then related to theoretical constructs that pertained to educational inequalities. -- Educational theory proposed by Bastian, Fruchter, Gittell, Greer and Haskins (1986) and Rodriquez (1990) formed the basis for the conceptual development framework. The findings of the survey data were subsequently examined in light of these theories, thereby relating theory to practice. -- Findings indicated that students in some isolated communities of Newfoundland and Labrador place different values on current educational technology. There appeared to be sociological divisions between students who had greater access to current educational technologies and students who had lesser access to current educational technologies. -- Recommendations for practice focused on the need for equality of accessibility of current educational technologies for all students. Parents, teachers, local school administrators and students have to become more involved in decision-making regarding their particular schools. Funding has to be appropriately allocated to each particular school in the province.

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