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Moving toward technology literacy: The nature of the transition experience at a rural Native American school
DISSERTATION

, University of St. Thomas , United States

University of St. Thomas . Awarded

Abstract

Computer technology integration in education is influencing how individuals teach and learn within and outside of traditional settings. Although research has been conducted on the stages of adoption, proficiency measures, and affective responses to the technology, little is known about the nature of the transition experience toward technology literacy at rural, Native American schools. This phenomenological study explored the transitional experiences of eleven professionals at a Native school. Subject stories illuminated the complexities and outcomes of the transition experience. Among these were observing the impact of technology; identifying change drivers; overcoming resistance factors; changing attitudes about teaching and learning; balancing dichotomies; forming new values and visions; accepting continuous learning; and helping others toward technology literacy. This research implied that the transition toward technology literacy is a study of contrasts. A generally positive phenomenon, technology literacy may conflict with cultural sensitivities. An attractive tool for information access, effectiveness and creativity, technology literacy may also encourage dependency or cognitive confusion. While transitional contrasts were articulated in this study, subjects clearly valued technology literacy as a desired outcome for staff, students, and their community. A call was voiced for increased Native online communication, lesson plans, and resources with appropriate cultural content.

Citation

Keenan, K.M.S. Moving toward technology literacy: The nature of the transition experience at a rural Native American school. Ph.D. thesis, University of St. Thomas. Retrieved March 23, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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