Technology, a Stratifying Learning Utility?: A Comparative Case Study of a Rural and an Urban Day Secondary Schools in Masvingo, Zimbabwe

Authors

  • Daniel Madzanire
  • Corinne Meier

Abstract

The study focused on how technology as a learning utility created a learning gap that stratified learners. Apart from establishing the learning gap that is created by technology in rural and urban day secondary schools, it sought to suggest ways in which learning gaps could be minimised. A comparative case study research design which is largely qualitative was used. It permitted the researchers to describe in detail how technology created a learning gap that stratified rural and urban day secondary school learners. A sample of 48 participants comprising 4 teachers, 4 administrators and 40 learners from a rural and an urban day secondary school was purposively drawn. It emerged from the study that learners who used technology did not only outperform their counterparts but they were better prepared for their future careers. Recommendations were made for the stakeholders to facilitate the use of technology in enhancing learning in rural and urban day secondary schools.

DOI: 10.5901/jesr.2014.v4n3p307

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Published

2014-05-02

How to Cite

Madzanire, D., & Meier, C. (2014). Technology, a Stratifying Learning Utility?: A Comparative Case Study of a Rural and an Urban Day Secondary Schools in Masvingo, Zimbabwe. Journal of Educational and Social Research, 4(3), 307. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/2728

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Articles