This dissertation investigated the bottom-up technology transmission process in a country with varied levels of technology diffusion, such as Chile. In particular, I explored how children act as technology brokers within their families by influencing their parents' adoption of and learning about digital media, so as to include older generations in the digital environment. In order to do this, I measured to what extent this process occurs, I proposed a typology of factors that intervene in the process and analyzed the outcomes variables related to the phenomenon. Methodologically, I used a mixed-methods research approach by combining in-depth interviews with a self-administered paper-and-pencil survey taken by dyads of one parent and one child. I analyzed 28 interviews involving one 12 to 18-year-old child and one parent or legal guardian (14 dyads) stratified by socioeconomic background, age, and gender. In addition, I conducted the parent-child survey among school-aged children and their parents in three schools, stratified by socioeconomic status. One class per cohort from 7th to 11th grades was randomly surveyed. In total, 381 students and 251 parents completed the surveys. The analyses showed that bottom-up technology transmission occurs at some degree for all the technologies investigated in this study. However, children's influence should not be overstated because they play only one part among a number of factors involved in the digital inclusion of older generations. It also established a typology of factors related to the process at different levels, including structural influences, family structure, strategies employed by youth, and psychological dispositions of parents. Specifically, the analyses consistently found that this process was more likely to occur among people from a lower socioeconomic status. Also, the transmission was associated with more fluid parent-child interactions and occurred among parents who perceived the technology to be useful. Regarding the outcome variables, it demonstrated that this phenomenon is linked, although weakly, to greater levels of perceived competence among parents and higher esteem among young people. Finally, it suggested that bottom-up technology transmission is associated with the reduction of some socioeconomic gaps in digital media use. / text

The emergence of open educational resources has gained popularity and acceptance in higher education institutions and beyond the basic education sector. This brought a persisting shift in depending on information communication technologies for tuition and research provision. Information technology artifact was not treated in isolation to user perspective. The study established how academics accept, feel, perceive, and what skills, opportunities, challenges exist to hinder the domestication. The study context had no uniform guidelines or tools and policy in place for the domestication of open educational resources. The study adopted the exploratory approach guided by the interpretivism paradigm. The study employed Domestication theory. This study conducted in an heterogenous single case study, which is the open distance e-learning (University of South Africa). That was done for an in-depth investigation by relying on multi-methods for data triangulation such as semi-structured interviews, focus group interviews, document analysis, and actual artifact analysis. The total of participants were 52. The study found that most academics played a role in the domestication of open educational resources besides the minority who were unable. The experience and prior knowledge were found to be a factor hindering the domestication process. Open distance e-learning found to relevant space for open educational resources. Such institutions play a role in the adoption and development of open educational resources and mostly rely in information technology for tuition and research. Information technology infrastructure found to be an enabler and disabler in the domestication process. This study contribution to the world of knowledge is based on the theory and practice. Eight theoretical propositions were suggested. The study further contributed by extension of domestication theory as recommended two additional phases which are non-appropriation and dis-appropriation. The current proposed Domestication theory has five phases. Lastly, the study recommended the actual guidelines for adoption and development of open educational resources. This guideline can be adopted by higher education institutions by infusing them in policy development or for general guidance in actual adoption and developments.