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ERIC Number: ED569546
Record Type: Non-Journal
Publication Date: 2014
Pages: 268
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-3739-2
ISSN: N/A
Examining Stakeholder Perceptions of Accessibility and Utilization of Computer and Internet Technology in the Selinsgrove Area School District
Krause, Lorinda M.
ProQuest LLC, Ed.D. Dissertation, Drexel University
This study utilized a mixed methods approach to examine the issue of how parents, students, and teachers (stakeholders) perceive accessibility and the utilization of computer and Internet technology within the Selinsgrove, Pennsylvania Area School District. Quantitative data was collected through the use of questionnaires distributed to the stakeholders within the school district. The Qualitative method utilized in the study was grounded theory, as the questionnaires were the basis for interviews to develop a theory on the perceptions of the stakeholders and to hypothesize on what has influenced these perceptions. The primary question focused on identifying the perceptions of the stakeholders about accessibility and utilization of computer and Internet technology in the school district. To provide adequate background on previous research and studies, three streams of research were identified to address the concepts of a digital divide and digital equity to provide a background in how computer and Internet technologies have been utilized in schools to address how computer and Internet access is utilized on a day to day basis in homes and communities, and how the use of these technologies may be influenced by factors that may define the existence of a digital divide. This mixed methods study utilized questionnaires to collect quantitative data and interviews as a means of collecting qualitative data. Through an examination of the data, it was found that all three groups believed computer technology and the Internet have been a benefit to a student's education, but they differed on exactly how these technologies are utilized. The data indicated there were no components of digital equity within the school district based on those who responded to the questionnaires and participated in the interviews. The data also indicated that teachers have been unfamiliar with the extent to which students can access technology in the home. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania