Empowering youth: perceptions and use of computers in school-based community development
Notice bibliographique
Résumé
This thesis explored the use, experience, and perceptions of computer technology by senior elementary youth as a tool to support them in a school-based community development (CD) project. Nineteen predominantly female youth, attending a Southwestern Ontario, inner city school participated in a 12-week CD project. Youth used computers to communicate using a computer-mediated-communication (CMC) system, construct a project web site, conduct an online survey to gather peers' opinions about the community, search for resources, and prepare documents. A qualitative instrumental case study method was used. Data collection strategies included participant observation, interviews, focus groups, two online and two paper-based surveys, and quantitative and qualitative analysis of on-line discourse. At the start of the CD process, youth felt that they could "make a difference" in their community and that group action and influential adults could support their voice. They also perceived that they had some decision-making power in their school, but little power in the broader community. This was related to their perception of being low in social hierarchy and mistrusted by adults. Youth perceived that the computer was an empowering tool. They felt that using computers helped reduce their anxiety, increased their control in communicating with adults, raised their social status, increased their participation with the community, and improved access to resources. Web site construction and online surveying were particularly valued. Although important community contacts were made using CMC, few notes were written and read by youth. This was related to computer access issues (insufficient time for computers, lack of computer availability, and technical problems) and a lack of engagement in CMC. Youth perceived that using CMC felt like work and lacked authenticity. Some also had limited computer skills or little interest in computers. In addition, adults' messages were misinterpreted by youth and youth lost some credibility online as a result of their use of fictitious cyber names. The study also revealed factors in the school and in youth's relationships with adults that enabled and constrained the CD process. Overall, results strongly indicate that youth perceived that computers supported their empowerment. Recommendations for practitioners and future research are provided.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».