Tedford, D: Social Capital and Internet Usage of Rural Guate Participatory Rural Appraisal Interviews and Group Assessments to Enhance Community-Driven Development for Online Teacher Education
-
- Englisch ausgewählt
Fr. 121.00
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
01.02.2009
Verlag
VDMSeitenzahl
240
Maße (L/B/H)
22/15/1.4 cm
Gewicht
335 g
Sprache
Englisch
ISBN
978-3-639-12475-0
This qualitative study examined Internet usage by
Guatemalan English teachers in the rural, indigenous
community of San Lucas Toliman, to improve
enrollments and persistence in online teacher
professional development programs promoted by the
Fundación Rigoberta Menchú Tum in collaboration with
the researcher. Woolcock s concepts of bonding,
bridging and linking social capital were united with
Rogers s theories of diffusion and perceived
attributes to ascertain why only 5 of 34 teachers
completed free online coursework. Principles of the
Participatory Rural Appraisal were used to interview
20 of the teachers and to interpret outcomes in a
community meeting. Findings included a high interest
in engaging the Internet and concerns about work
commitments, connectivity options, and family time
demands. This study has positive social change
implications by demonstrating how organizations can
promote community-driven research collaborations to
facilitate online teacher education in San Lucas
Toliman, and could be replicated in other remote
sectors of the developing world.
Guatemalan English teachers in the rural, indigenous
community of San Lucas Toliman, to improve
enrollments and persistence in online teacher
professional development programs promoted by the
Fundación Rigoberta Menchú Tum in collaboration with
the researcher. Woolcock s concepts of bonding,
bridging and linking social capital were united with
Rogers s theories of diffusion and perceived
attributes to ascertain why only 5 of 34 teachers
completed free online coursework. Principles of the
Participatory Rural Appraisal were used to interview
20 of the teachers and to interpret outcomes in a
community meeting. Findings included a high interest
in engaging the Internet and concerns about work
commitments, connectivity options, and family time
demands. This study has positive social change
implications by demonstrating how organizations can
promote community-driven research collaborations to
facilitate online teacher education in San Lucas
Toliman, and could be replicated in other remote
sectors of the developing world.
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