Student perceptions of telecommunications technologies for accessing learning opportunities in two Northern Canadian schools

Abstract

A study in two small rural schools located in coastal Labrador found that students value telecommunications technologies according to the level of access they have to them. Students with ready access to telecommunications technologies valued them to a greater extent than their peers who had less access. Students with high access to telecommunications technologies believed they had comparable opportunities to their urban-educated peers while students with low access to these technologies expressed little optimism in terms of competing with students educated in urban Canada. This study investigates the extent to which these perceptions influenced post-primary school educational and vocational choices.

Keywords

• technology-enhanced learning