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dc.creatorLuther, Frances Dorothyen_US
dc.date.accessioned2004-10-21T00:06:29Zen_US
dc.date.accessioned2013-01-04T05:03:13Z
dc.date.available1997-09-01T08:00:00Zen_US
dc.date.available2013-01-04T05:03:13Z
dc.date.created1997-09en_US
dc.date.issued1997-09-01en_US
dc.date.submittedSeptember 1997en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-10212004-000629en_US
dc.description.abstractThe primary purpose of this research was to collect data for First Nations educators and policy makers to use in making decisions surrounding issues of First Nations women and technology education. Nine First Nations women preservice teachers at the intern stage of their Indian Teacher Education Program at the University of Saskatchewan were engaged in in-depth interviews concerning their experiences and perceptions regarding technology. The study found that the participants defined technology first and foremost as computer-related. Some viewed technology from the cultural aspect, and thought technology used for financial gain would take away from the traditional family values. The participants thought that women needed technological training and that they needed to develop self-confidence and become role models in order for First Nations women to exercise leadership in the field of technology. The participants stated that their university experience was responsible for most of their learning about technology. They did not, however, feel prepared to face the technology they would encounter in schools. Intimidation, stereotypes, the lack of access and exposure to technology, the lack of a good self-image, lack of time, and lack of role models were perceived to be some of the biggest barriers to First Nations women learning about and using technology. Men in their use of intimidation and stories with negative images of women and technology were perceived as one of the strongest deterrents to First Nation women advancing in the area of technology. Findings from this study had significant implications. First Nations teacher preparation programs should include required credit computer courses and establish daycare centres. Band-controlled schools should update computers and make computer facilities available to the community members. Politicians should make provisions for technology education by providing funding for such courses. Further research such as a collection of stories embracing positive images of First Nations women involved in technological pursuits should be undertaken to help ameliorate the status of First Nations women in technology education.en_US
dc.language.isoen_USen_US
dc.subjecteducational technologyen_US
dc.subjectindian womenen_US
dc.subjectindigenous womenen_US
dc.subjectaboriginalen_US
dc.subjectnativeen_US
dc.subjectcomputers and womenen_US
dc.titleFirst Nations preservice women teachers' experiences and perceptions regarding technologyen_US
thesis.degree.departmentEducational Administrationen_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophy (Ph.D.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberRenihan, Patricken_US


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