| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. Education Bibliography: leaves 114-121 The purpose of this study was to examine the nature of social interaction patterns that emerged in schools where there was a predominance of Inuit learners and computers were used extensively. Five high school teachers and their students, selected from a predominantly Inuit school on the north coast of Labrador. Canada, constituted the participants from which the data were collected. Data collection procedures were qualitative in nature and included classroom observations, semi-structured interviews, and document analysis. All data were coded and analyzed. -- An analysis of the variables which influenced the degree of social interaction revealed two general patterns: cooperation and competition. Classrooms where computers were used extensively were predominantly cooperative in nature. The results indicated that there was less teacher-student friction: more individual, teacher attention for students: students helped students, as well as their teachers; teachers helped other teachers: and computers were personified as assistants. However, the sharing of computers by students was found to be a result of necessity. Competition was present because there were too few computers for the number of students in attendance. -- Recommendations were made to give local stakeholders in education an opportunity to facilitate more effective computer utilization in predominantly Inuit schools.
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