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seeking and giving on diverse, postsecondary campuses  \nPerdu dans le monde vécu: solliciter et fournir une aide technologique dans les institutions postsecondaires marquées par la diversité  \nDerek Tannis, University of Alberta  \nAbstract  \nInformation and communications technology (ICT) is integrated throughout a student’s lived experience in their post-secondary learning environment. In order for students with limited or no background with ICT to achieve their academic goals, a central part of their adaptation involves an intensive period of ICT help seeking. Using anecdotes from phenomenological research, this paper explores what we can learn about our practice as help givers through reflecting upon the lived experience of cross-cultural ICT help seeking and giving on diverse, post-secondary campuses. What surfaces from this investigation is the importance of developing an ICT support and training structure that appreciates the inter-subjective, activity-embedded nature of ICT help seeking and giving. An phenomenological educational approach to ICT help giving would be thoughtfully interwoven into a post-secondary learning environment, not as a remedial construct, but as an integral part of the learning, and help seeking, experience itself.  \nKeywords: Phenomenology, help seeking, help giving, information and communications technology, post-secondary education, diversity, cross-cultural, international students  \nRésumé  \nSolliciter et fournir une aide technologique font de toute évidence partie intégrante del’expérience étudiante, et ce, tout au long de la formation postsecondaire. Pour permettre aux étudiants avec peu ou pas d’expérience en TIC d’atteindre leurs objectifs universitaires, on doit présumer qu’une composante cruciale de leur adaptation consiste en une phase intensive de demandes d’aide technologique. À partir d’anecdotes tirées de la recherche phénoménologique, cet article explore ce que l’on peut apprendre sur nos pratiques d’assistance grâce à une réflexion sur l’expérience de demande d’aide technologique en contexte interculturel dans les institutions d’enseignement supérieur marquées par la diversité . Les résultats de cette enquête mettent en évidence l’importance de développer une structure d’aide et de formation en TIC qui prend en  \nCJLT/RCAT Vol. 39(2)  \nconsidération la nature intersubjective et active de la demande d’aide technologique. Une approche éducative délibérément phénoménologique de l’assistance technologique devrait être soigneusement intégrée dans un environnement d’éducation supérieure non pas comme un correctif, mais comme une partie intégrante de l'expérience d'apprentissage et de recherche d’aide.  \nMots-­‐clés: phénoménologie, appel à l’aide, assistance, technologies de l'information et de la communication, éducation supérieure, diversité, interculturalité, étudiants internationaux  \nThis is what the experience of being lost does to you. It makes you afraid and when you are afraid you cannot solve problems. You cannot solve any sort of complex problem at all.  \n-Kenneth Hill (Martin, Mcinnes & Nason, 1999)  \nIntroduction  \nA few years ago, I was developing a training program at a university computer lab. Early into the project, a student seated herself at a computer station and shifted her gaze between the screen and her stack of papers. I offered assistance and learned she was a newly arrived, mature international student who had a research paper to complete. I guided her to click on the relevant icon and to my surprise discovered she did not know how to manipulate a mouse. Years later, I entered a computer lab at another university, this time as a graduate student. Soon after I sat down, a peer asked for assistance, bursting with emotion. He was also an international student new to word processing. Over the years, experiences such as these have urged me to explore the lived meaning help","cbCaif7W4kjNQsHV","https://ap.wps.com/l/cbCaif7W4kjNQsHV","pdf",449444,17,"English","# Abstract\n## Keywords\n# Introduction\n## Participant recollections","[{\"question\":\"What is the central focus of the paper?\",\"answer\":\"The paper focuses on how students seek and receive ICT help in diverse postsecondary campuses, especially for those with limited or no ICT background.\"},{\"question\":\"How does the paper study help seeking and giving?\",\"answer\":\"It uses anecdotes from phenomenological research to reflect on the lived experience of cross-cultural ICT help seeking and help giving.\"},{\"question\":\"What does the paper say about effective ICT support and training?\",\"answer\":\"Effective support and training should be developed with awareness of the inter-subjective, activity-embedded nature of ICT help seeking and giving, integrated into the learning environment.\"}]","Lost in the lifeworld: Technology help seeking and giving on diverse, postsecondary campuses | PDF",1792085275,43]