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Canadian Journal of Learning and Technology, v39 n2 Spr 2013

Information and communications technology (ICT) is integrated throughout a student's lived experience in their post-secondary learning environment. In order for students with limited or no background with ICT to achieve their academic goals, a central part of their adaptation involves an intensive period of ICT help seeking. Using anecdotes from phenomenological research, this paper explores what we can learn about our practice as help givers through reflecting upon the lived experience of cross-cultural ICT help seeking and giving on diverse, post-secondary campuses. What surfaces from this investigation is the importance of developing an ICT support and training structure that appreciates the inter-subjective, activity-embedded nature of ICT help seeking and giving. An phenomenological educational approach to ICT help giving would be thoughtfully interwoven into a post-secondary learning environment, not as a remedial construct, but as an integral part of the learning, and help seeking, experience itself. (Contains 1 footnote.)

Descriptors: Educational Environment, Help Seeking, Information Technology, Helping Relationship, Phenomenology, Foreign Students, Postsecondary Education, Cross Cultural Training, College Students, Technology Integration

Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie[at]cnie-rcie.ca; Web site: http://www.cjlt.ca

Autor: Tannis, Derek

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=882&id=EJ1007077

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