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Social Capital Influences upon Internet Usage of Rural Guatemalan English Teachers

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Educational Media and Technology Yearbook

Part of the book series: Educational Media and Technology Yearbook ((EMTY,volume 37))

Abstract

This qualitative study examined the influence of social capital upon Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman. The purpose was to improve enrollment and persistence in online teacher professional development programs supported by the Fundación Rigoberta Menchú Tum. Woolcock’s concepts of bonding, bridging, and linking social capital were united with Rogers’ theory of perceived attributes to ascertain why only a few teachers had completed free online coursework. The research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage.

The participatory rural appraisal (PRA) method was employed. A culturally sensitive native speaker interviewed a purposive sample of teachers. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized, and discussed by a team of community educators to generate findings. Findings indicated that interest in engaging through the Internet and receiving specialized introductory support (bridging social capital) in groups (bonding social capital) was high. Findings also indicated that salary level (linking social capital) and family time demands (bonding social capital) were barriers to attending a community technology center or Internet café. Findings reinforced the community’s support for the design of online coursework leading to salary points and college credits. This study demonstrates how organizations can promote community-driven research collaborations to facilitate teachers’ Internet usage in remote sectors of the developing world.

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Authors and Affiliations

  1. Fundacion Rigoberta Menchu Tum of Guatemala, Teaching Services Latin America, Mexico City, Mexico

    Douglas Tedford Ed.D

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  1. Douglas Tedford Ed.D
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Editors and Affiliations

  1. , Educational Psych & Instructional Tech., University of Georgia, Aderhold Hall 604, Athens, 30602, Georgia, USA

    Michael Orey

  2. , Dept. Leadership, Tech. & Dvpmt, Georgia Southern University, PO Box 8131, Statesboro, 30460, Georgia, USA

    Stephanie A. Jones

  3. , Educational Psychology and Instructiona, University of Georgia, Athens, 30602-7144, Georgia, USA

    Robert Maribe Branch

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Tedford, D. (2013). Social Capital Influences upon Internet Usage of Rural Guatemalan English Teachers. In: Orey, M., Jones, S., Branch, R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 37. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4430-5_7

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