Implementing Technology for Science Classrooms in Sao Tome and Principe

Implementing Technology for Science Classrooms in Sao Tome and Principe by Maria Dolores Rodrigues Jardim MA, Walden University, 2010 Licenciatura, Coimbra University, 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University April 2015 Abstract This qualitative bounded case study was designed to understand how technology integration in schools could be addressed in a first-wave country. The integration of educational technology in Sao Tome and Principe (STP), a first-wave agricultural civilization, can narrow the divide between STP and third-wave information age societies. The conceptual framework was based on theories of change, learning, and context. Toffler’s wave theory described how societies changed while Fullan’s change theory examined how the people might change. Roger’s diffusion of innovations addressed how processes change. Bandura, Vygotsky, and Siemen provided the framework for the learning within the model of change. Finally, the context theories of Tessmer and Richey’s instructional design, Lave and Wenger’s situated learning, and Sticht’s functional context theory were applied. Twenty five individuals from 5 schools, including teachers, school directors, key educational stakeholders, and the minister of education were involved in a pilot project to integrate technology into the science curriculum. The data were collected via interviews, reflective summaries, and confidential narratives. The resulting data were analyzed to find emerging patterns. The results of this analysis showed that a first-wave civilization can adopt a third-wave civilization’s features in terms of technology integration, when there is the support of opinion leaders and most of the necessary contextual requirements are in place. The study contributes to social change by providing access to knowledge through technology integration, which empowers both teachers and students.This qualitative bounded case study was designed to understand how technology integration in schools could be addressed in a first-wave country. The integration of educational technology in Sao Tome and Principe (STP), a first-wave agricultural civilization, can narrow the divide between STP and third-wave information age societies. The conceptual framework was based on theories of change, learning, and context. Toffler’s wave theory described how societies changed while Fullan’s change theory examined how the people might change. Roger’s diffusion of innovations addressed how processes change. Bandura, Vygotsky, and Siemen provided the framework for the learning within the model of change. Finally, the context theories of Tessmer and Richey’s instructional design, Lave and Wenger’s situated learning, and Sticht’s functional context theory were applied. Twenty five individuals from 5 schools, including teachers, school directors, key educational stakeholders, and the minister of education were involved in a pilot project to integrate technology into the science curriculum. The data were collected via interviews, reflective summaries, and confidential narratives. The resulting data were analyzed to find emerging patterns. The results of this analysis showed that a first-wave civilization can adopt a third-wave civilization’s features in terms of technology integration, when there is the support of opinion leaders and most of the necessary contextual requirements are in place. The study contributes to social change by providing access to knowledge through technology integration, which empowers both teachers and students. Implementing Technology for Science Classrooms in Sao Tome and Principe by Maria Dolores Rodrigues Jardim MA, Walden University, 2010 Licenciatura, Coimbra University, 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University April 2015 Dedication This research is dedicated to the development and integration of educational technology in the chemistry and physics classrooms in Sao Tome and Principe. The study resulted from work done with teachers from Sao Tome between 2010 and 2012. Acknowledgments In the matter of acknowledgements, my gratitude goes to Dr. Jennifer Smolka and Dr. Christina Dawson from Walden University for their support, guidance, and friendship. I also want to express my extreme gratitude to my family, who supported me with their love and encouragement throughout this journey. The research study would not have been possible without the encouragement and support of my husband; my daughters, Isabel and Luisa; and my sister, Beatriz. The study counted on the support of the teachers as well as representatives of the educational stakeholders who are of importance to educational development in Sao Tome and Principe—to them, my deepest gratitude. To the minister of education of STP, prior and present, my deepest gratitude. To the translators and peer reviewers, my deepest gratitude.