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Reaching into the digital divide: Technological use of computers by African American male youth in the American south.

机译：进入数字鸿沟：美国南部的非洲裔美国男性青年对计算机的技术使用。

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摘要

The purpose of this qualitative study was to explore how the computer is utilized in the daily lives of seven African American male youth in the southeastern region of the United States. Critical pedagogy was selected as the theoretical framework using Paulo Freire ideas of problem-posing education to promote awareness towards using the computer other than for entertainment purposes. Data were collected from three individual semi-structured interviews, samples of participants work, and a focus group that was video recorded. The data were analyzed using the phenomenological methodology as described by Moustakas (1994).;In 1994, the digital divide was describe as how people of, "lower socioeconomic status were unable to access digital networks as readily or easily as more privileged groups" (Banks, 2012). A decade later, those that were identified as not having computer access, now have access and therefore, the gap has narrowed. Since then, the definition of the digital divide has changed to how these groups are using the computer. The findings of this study explained how African American male youth have computer access to various locations such as at home, school, after-school, and other places. In addition, this study reveals how computers influence their lives. Furthermore, this study describes the participants' experiences as they learn how to create a computer video game. The study resulted in essences that lead to major meanings of African American male youths' experiences of computer usage. These are (a) computer access, (b) play computer video games, (c) learning how to type, (d) curriculum related activities, (e) computer use total time per week, and (f) learn more about computer video game development.
机译：这项定性研究的目的是探讨如何在美国东南部地区的七个非洲裔美国男性青年的日常生活中使用计算机。使用Paulo Freire的问题提出教育思想来选择批判性教学法作为理论框架，以提高人们对娱乐以外的计算机使用意识。数据是从三个单独的半结构化访谈，参与者工作样本以及一个视频录制的焦点小组中收集的。使用Moustakas（1994）所描述的现象学方法对数据进行了分析。； 1994年，数字鸿沟被描述为“社会经济地位较低的人们无法像特权阶层那样轻易或轻易地访问数字网络”（银行，2012年）。十年后，那些被确定为没有计算机访问权限的计算机现在可以访问了，因此差距已经缩小。从那时起，数字鸿沟的定义已改变为这些群体使用计算机的方式。这项研究的结果解释了非洲裔美国男性青年如何在家里，学校，课后和其他地方访问计算机。此外，这项研究还揭示了计算机如何影响他们的生活。此外，本研究还介绍了参与者学习如何创建计算机视频游戏的体验。该研究得出的本质导致非裔美国男性青年计算机使用经验的重要意义。这些是（a）计算机访问权，（b）玩计算机视频游戏，（c）学习如何打字，（d）与课程有关的活动，（e）每周使用计算机的总时间，以及（f）了解有关计算机视频的更多信息游戏开发。

著录项

  • 作者

    Moore, Antionette L.;

  • 作者单位

    New Mexico State University.;

  • 授予单位 New Mexico State University.;
  • 学科 Education Technology of.;African American Studies.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 201 p.
  • 总页数 201
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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