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The lived experience of the educator...

Schone, Micaela L.

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The lived experience of the educator: A study of the digital divide in the community college classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The lived experience of the educator: A study of the digital divide in the community college classroom./
Author:	Schone, Micaela L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	163 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714753
ISBN:	9781321925111

The lived experience of the educator: A study of the digital divide in the community college classroom.
Schone, Micaela L.

The lived experience of the educator: A study of the digital divide in the community college classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 163 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This item must not be sold to any third party vendors.

The use of technology within education continues to increase and change the way courses are designed and taught, as well as influencing the overall learning experience. The purpose of this study was to explore the lived experience and perspective of English faculty members explaining how technology has affected the learning environment in their community college classroom. The research question for this study was, What is the lived experience of the educator in the field of English in dealing with a digital divide, that is, a gap that exists between individuals in managing required use of classroom technology, in the community college classroom? This study used a qualitative research method focusing on a phenomenological research design. Phenomenological interviews were used as the data collection method to gain insight into each educators' understanding, experience, thoughts, and feelings regarding what the digital divide is and how it impacts the teaching and learning process. This study focused its sample on seven English instructors who teach English courses within a community college located in the northwest region of the U.S. Individual interviews of English instructors were conducted to reveal English instructors reactions to a digital divide within their classroom. Four themes were identified as a result of the data analysis process and include: instructor attitude, instructor awareness, economic factors, and improved teaching. The themes that emerged from the data analysis process were used to answer the research questions. Each theme relates to the English instructors' reality in dealing with the digital divide and how it impacts their teaching experience. The findings of the study revealed that a digital divide does exist in the community college classroom. The findings of the study also revealed the need for change, and participants expressed their desires for areas they want to create change in their classrooms, department, and school. In addition, the findings of the study revealed that the lived experience of the educator is personal. Each participants' lived experience and attitude towards teaching and incorporating technology into the teaching and learning process impacts how they deal with the digital divide.

ISBN: 9781321925111Subjects--Topical Terms:

2122836
Community college education.

The lived experience of the educator: A study of the digital divide in the community college classroom.
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245 1 4 $a The lived experience of the educator: A study of the digital divide in the community college classroom.
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300 $a 163 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Bassett, Caroline.
502 $a Thesis (Ph.D.)--Capella University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The use of technology within education continues to increase and change the way courses are designed and taught, as well as influencing the overall learning experience. The purpose of this study was to explore the lived experience and perspective of English faculty members explaining how technology has affected the learning environment in their community college classroom. The research question for this study was, What is the lived experience of the educator in the field of English in dealing with a digital divide, that is, a gap that exists between individuals in managing required use of classroom technology, in the community college classroom? This study used a qualitative research method focusing on a phenomenological research design. Phenomenological interviews were used as the data collection method to gain insight into each educators' understanding, experience, thoughts, and feelings regarding what the digital divide is and how it impacts the teaching and learning process. This study focused its sample on seven English instructors who teach English courses within a community college located in the northwest region of the U.S. Individual interviews of English instructors were conducted to reveal English instructors reactions to a digital divide within their classroom. Four themes were identified as a result of the data analysis process and include: instructor attitude, instructor awareness, economic factors, and improved teaching. The themes that emerged from the data analysis process were used to answer the research questions. Each theme relates to the English instructors' reality in dealing with the digital divide and how it impacts their teaching experience. The findings of the study revealed that a digital divide does exist in the community college classroom. The findings of the study also revealed the need for change, and participants expressed their desires for areas they want to create change in their classrooms, department, and school. In addition, the findings of the study revealed that the lived experience of the educator is personal. Each participants' lived experience and attitude towards teaching and incorporating technology into the teaching and learning process impacts how they deal with the digital divide.
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