In November 2012, the Federal Communications Commission (FCC) announced the implementation of the Local Community Radio Act of 2010, which marks the largest expansion of community radio stations in U.S. history. The act responds to the decade-long community radio movement in which many civilian groups advocated that community radio—an “old-fashioned” yet affordable public medium—still plays a significant role in fostering the expression of diverse voices and citizen participation in this digital era. Despite the successful advocacy effort in the policy-making arena, the real impact of community radio remains a question. Who listens to and participates in community radio? Does the connection between community radio and community exist? This dissertation investigates audience interaction and participation in the U.S. community radio sector, seeking to empirically and theoretically advance audience research in community radio and alternative media in general. Methodologically, this dissertation is based on case studies from two community radio stations KOOP and KPFT in Texas through multiple methods including 5-year ethnographic fieldwork, in-depth interviews with 70 individuals including staff, programmers and listeners, a web-based listener survey with 131 respondents, and a textual analysis of producer-audience communication platforms such as blogs and social networking sites. The results demonstrate the limitations of audience interaction and participation caused by resource constraints and community radio programmers’ tendency to speak with themselves. Therefore, I recommend that community radio broadcasters should consider developing systemic approaches to evaluate and facilitate audience participation, which requires an understanding that the value of community engagement lies beyond audience size or the amount of listener donations. This dissertation concludes that community radio remains relevant in this digital era. This affordable and accessible form of alternative media to some extent bridges a digital divide. The medium also facilitates the development of a genuine relationship between radio programmers and listeners, thus the formation of virtual and real communities. These are the very elements that make meaningful dialogues possible in any communication environment. / text

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The goal of this study is to provide a better understanding of the impact of outreach programs designed to impart technology skills to middle-school students from underserved communities, on both participants and their families. An outreach program, called Hi-Tec CompNow, was chosen for this study. This program was conducted as an after-school program for middle-school students from underserved communities in central Texas wherein participants learn computer hardware and software skills during a ten-week period. The study utilized (a) an interpretive analysis of the data generated from a questionnaire administered at the beginning and end of the program to obtain participants‟ computer beliefs, (b) program observations recorded by the researcher during program sessions, and (c) interviews conducted by the researcher with participants and their families after program completion. Results of the study showed that the majority of participants experienced some increase in their CSE beliefs at the end of the program, but the changes were not statistically significant. The study further illustrated that participants interviewed by the researcher expressed increased confidence in computers, spent more time on home computers, and were able to resolve computer issues in their homes. Parents were pleased with the program as well and generally expressed increased confidence in their children‟s computer skills. The study identified some of the program attributes which seemed to have led to enhanced CSE beliefs in most participants. These included hands-on experiences and teacher demonstrations of computer skills. In addition, the study found that student encouragement through family support and commitment had a positive impact on participants‟ CSE beliefs, while negative family input had a negative impact. Lack of culturally-responsive learning content, participants‟ lack of use of the dial-up Internet service provided cost-free for a year, and perceptions that the computers provided by the program were outdated and thus not fully functional were factors which seemed to have undermined the program‟s impact on digital equity. Additionally, the program provided software which focused on document creation, spreadsheet-based analysis, and presentations. However, the study also revealed that most participants utilized home computers for more “recreational” purposes, e.g. playing games, and playing and/or editing music, games, and videos. The study suggests that well-intentioned outreach programs such as Hi-Tec CompNow are making laudable efforts to bridge the digital divide. However, they need to reinvent themselves to ensure underserved populations do not get left behind in a digital world that has moved beyond the desktop computer. To enhance the digital literacy of the underserved, digital equity programs must provide opportunities to build their skills in multimedia, mobile media and online participation in addition to fostering access to newer computers of good quality with high-speed and wireless Internet. / text

ICT4D, here defined as the use of Information and Communication Technologies (ICT) in developing regions, can be seen as one of the most powerful and cost efficient ways to improve the standard of living in the developing world. Many regions in Asia have shown a rapid but heterogeneous development where information technology had a drastic impact on development but often with the problems related to ICT4D 1.0: lack of sustainability and lack of scalability. This study analysed the Sri Lankan infrastructure for region-wide dissemination of blended learning in the 21st century based on the exploration of some selected ICT4D hubs and educational initiatives. The overall aim of the research was to observe, describe and analyse how the selected ICT4D initiatives and the creation of ICT4D hubs in Sri Lanka might support region-wide dissemination of blended learning and local development. A longitudinal case study has been the overall approach where a number of embedded thematic units were explored in long-term fieldwork conducted between 2006 and 2012. Data has been collected from a combination of observations, interviews, group discussions, surveys and document analysis. Findings showed that several of the studied ICT4D hubs have contributed to the general development but the country’s internal digital divide has in fact grown, as urban growth has been so much faster than the growth in rural areas, leaving the country with geographic as well as socio-economic gaps. Some of the former war zones have definitely been left behind and there is a need for further support of the Eastern and Northern regions of the island. Sri Lanka has had an outcome that must be classified as better than average compared to other developing regions with increased opportunities for education and with some ICT4D hubs as multipurpose meeting points. Contributing factors to the successful development are the high literacy rate, the chain of ICT4D projects rolled out in the right order and a committed implementation of educational eServices. On the other hand there were other, more negative findings indicating that sustainability, knowledge sharing and inter-project cooperation and coordination have often failed. The identified strength in the Sri Lankan model, which can be recommended for other parts of the world as well, is the way top-down management of infrastructure sometimes is combined with bottom-up grass-root activities. Other recommendations, that also are global, are to extend existing ICT4D hubs and upgrade them to more intelligent, autonomous and multi-service ICT4D routers that could also handle the future need for eServices in the fields of eHealth, eFarming and eGovernance.

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

Technology does not stand alone in any society. Each society negotiates its own relationship with technology and places its own value on it. Each chooses its own path. This thesis considers the path taken towards technology in the 21st Century by Old Colony Mennonites in Southwestern Ontario. Drawing on Coleman, relationships created by digital technologies are difficult to study as they extend or embed themselves into everyday life. While research into traditional Mennonite usage of static technologies exists, new forms of digital technologies – Smartphones, Texting, and Web 2.0 in particular – have not received the same attention. Initially, I asked whether a divide based on a volitional rejection of digital technology exists within the Old Colony. Ancillary questions surround issues of separation from mainstream society and economic disadvantages due to limited technology usage. Research consisted of interviews and observation. Four themes were identified that underpin this thesis; migration, economic, education and technology. Challenging stereotypes surrounding technology usage, evidence suggests it is not a digital divide Old Colony Mennonites negotiate but a continuum. Digital technology usage expands and contracts the walls surrounding isolation and separation from mainstream society. It allows ideas to flow between groups and for the shrinking of space locally and globally. It may lead some to move away from the church but it also may strengthen their ties. Increased literacy skills are identified as a stepping-stone, not towards the mainstream world but toward the desired better life, they left Mexico to pursue.

Technology does not stand alone in any society. Each society negotiates its own relationship with technology and places its own value on it. Each chooses its own path. This thesis considers the path taken towards technology in the 21st Century by Old Colony Mennonites in Southwestern Ontario. Drawing on Coleman, relationships created by digital technologies are difficult to study as they extend or embed themselves into everyday life. While research into traditional Mennonite usage of static technologies exists, new forms of digital technologies – Smartphones, Texting, and Web 2.0 in particular – have not received the same attention. Initially, I asked whether a divide based on a volitional rejection of digital technology exists within the Old Colony. Ancillary questions surround issues of separation from mainstream society and economic disadvantages due to limited technology usage. Research consisted of interviews and observation. Four themes were identified that underpin this thesis; migration, economic, education and technology. Challenging stereotypes surrounding technology usage, evidence suggests it is not a digital divide Old Colony Mennonites negotiate but a continuum. Digital technology usage expands and contracts the walls surrounding isolation and separation from mainstream society. It allows ideas to flow between groups and for the shrinking of space locally and globally. It may lead some to move away from the church but it also may strengthen their ties. Increased literacy skills are identified as a stepping-stone, not towards the mainstream world but toward the desired better life, they left Mexico to pursue.

Thesis (Ph.D.) -- Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (M.A.)--Carleton University, 2004. / Includes bibliographical references (p. 130-135). Also available in electronic format on the Internet.

Thesis (M.A.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 85-87). Also available on the World Wide Web.