Content area
Abstract
In the last few years, the usage of Information and Communication Technologies (ICT) has been the subject of many discussions in the field of education. The scope of this doctoral thesis is to identify, understand and analyze underlying factors related to appropriation and integration of ICT by the teachers working in the First Nations communities of Quebec. These communities being more involved in today's knowledge based economy, it is interesting to know how the teachers integrate ICT the classrooms. This study focuses specifically on five objectives: (1) teachers' attitude towards ICT. (2) ICT usage by the teachers, (3) teachers' ICT skills, (4) factors favoring the ICT usage by teachers, (5) factors inhibiting the ICT usage by teachers. This study was undertaken by using a mixed methodology with qualitative predominance approach and we utilized the following three data collection activities: a questionnaire, observations and semi-structured interviews for individuals and groups. Respondents in our study were directors (n=5), teachers (n=50), students (n=80), adult students (n=9), pedagogy development specialists (n=4), one library technician (n=1) and one information technology (IT) technician (n=1) who were spread among two Indigenous communities, namely Mashteuiatsh and Betsiamites. The collected data was analyzed according to a content analysis methodology adapted from L'Écuyer (1990).
Our results show that generally, the teachers have a relatively positive attitude toward ICT in their professional practice. In fact, they use ICT to prepare pedagogical activities allowing them to vary their teaching method towards their students. They also use word processing software's, interne search engines and computer games with their students. Many respondents acknowledge that ICT seems to facilitates students' ability to learn.
The results show that teachers have mastered the skills necessary to use electronic mail and office automation software. However, spreadsheet and web page creation software's are more difficult to master for some teachers. According to many of them, ICT favors an opening to the world and represents a powerful tool to preserve the indigenous native tongue, culture and traditional values. The results also depict that ICT sparks motivation and interest amongst students. Finally, the research identifies many factors which inhibit proper ICT integration by the teachers in indigenous schools.
This research contributes to the enrichment of knowledge involving the ICT usage in indigenous schools, specifically by the teachers of Mashteuiatsh and Betsiamites native communities. Other than the strengths and limits of this study, recommendations and suggestions for future research are presented.
