Sociotechnical Narratives in Rural, High-Poverty Elementary Schools: Comparative Findings from East Texas and South India
Erik Byker, Stephen F. Austin State University
IJEDICT Volume 10, Number 2, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
The article’s purpose is to compare case studies of computer technology use at two rural elementary schools across two international settings. This study uses the Social Construction of Technology (SCOT) theory to guide this comparative investigation of how elementary school teachers and students in East Texas and South Asia construct meaning for computer technology. Building off of SCOT theory, the article also introduces the term, “sociotechnical narratives” as part of the analysis of the meaningful descriptions of ways that social groups use tools in relationship to their wider social context. The article found that even though the two settings, East Texas and Rural Karnataka, are about as far apart geographically as they are culturally, similar sociotechnical narrative emerged. The sociotechnical narrative includes: (1) A shared hope in the opportunity and possibilities with computer technology, (2) the development of literacy skills, and (3) similarity in knowledge tasks for the future. The study’s comparative research design provides greater depth in analyzing the meaning and uses for computer technology among students and teachers in rural, high-poverty areas across international contexts.
Byker, E. (2014). Sociotechnical Narratives in Rural, High-Poverty Elementary Schools: Comparative Findings from East Texas and South India. International Journal of Education and Development using ICT, 10(2), 29-40. Open Campus, The University of the West Indies, West Indies.
© 2014 Open Campus, The University of the West Indies, West Indies
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