| This study explored the delivery of technology education in two countries. The participants were the professors and graduate students in each class. Sources of data included classroom observations, individual interviews with the students and the professors from each class and focus group discussions. The major theoretical framework used was Hofstede's cultural dimensions. Findings showed convergence in using constructivism in instruction. There was also convergence in views and problems met in utilizing technology in education. Divergence was observed in classroom dynamics and specific technology issues discussed. Cultural context is indeed an important component in instructional design, especially when planning for a learning environment involving diversity. This study also contributes to the significance of and guidelines for conducting international studies. |
