| The purpose of this is study to document how two Head Start centers socially construct a learning community to help their teachers become technology proficient and return to college to get higher degrees. Existing research on learning communities has focused on college freshman and helping them transition to college life. Similarly, this study focuses on nontraditional students who are every bit as vulnerable as college freshman and uses the learning community to help them become technology proficient and successful in their return to school.; Other key issues that will be addressed include, the progress made by the students in technology and education, as well as the roles that technology and social support have in the lives of students as they become technology proficient and attend college.; Some key findings related to the success of the COL teachers in becoming technology proficient and progressing in college included: (1) Convenient access to technology, (2) social support from peers, faculty partners, and the organization, (3) consistency at the contact person role, and (4) regular face-to-face meetings within the COL. |
