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Journal of Undergraduate Research

Keywords

integrating technology, Guatemala, schools, education

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

Abstract

With an increase in donations and grants available for technology integration, even schools in remote areas of the world have greater access to technology than ever before. However, as the experience in integrating technology in the United States has shown, the availability of technology doesn’t always equate to it’s effective pedagogical application. Nevertheless, there has been little research concerning the successful process of integrating technology into education in areas of the world that have not had significant previous contact with technology. The purpose of this study is to identify problems and perceptions of teachers in developing countries as they begin to use technology so that an effective integration process can be determined. The sites chosen for this study were schools in Chimaltenango, Patzicia, and Momostenango, Guatemala. The schools are operated by the Rose Education Foundation, an organization based in Provo, Utah, dedicated to providing high quality education in remote areas of Guatemala. While the schools are private, enrollment is controlled parallel the socioeconomic situation of the country. Thus the students and teachers come from a wide range of ethnic and economic backgrounds. Subjects for the study were adult, Guatemalan teachers employed by the Rose Foundation.

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