18. The
data
analysis
continuum
Quanlitative
Quantitative
Quali/quantitative
19. What
are
the
reasons of non
use of
telecentres?
Content Analysis of
the
interviews to
invesCgate
reasons of non-use,
using
N-VIVO.
20. What
are
the
reasons of non
use of
telecentres?
Content Analysis of
the
interviews to
invesCgate
reasons of non-use,
using
N-VIVO.
21. What
are
the
reasons of non
use of
telecentres?
Content Analysis of
the
interviews to
invesCgate
reasons of non-use,
using
N-VIVO.
“As
there
are
computers
in
the
school,
students
prefer
to
go
there
because
in
the
radio
they
have
to
pay”
22. What
are
the
reasons of non
use of
telecentres?
Descrpitvie statistics of
the
questionnaires to
invesCgate
reasons of non-use,
using
SPSS.
23. What
are
the
reasons of non
use of
telecentres?
Descrpitvie statistics of
the
questionnaires to
invesCgate
reasons of non-use,
using
SPSS.
24. What
are
the
informal
learning practices
related
to
CMCs?
Content Analysis of
the
interviews to
invesCgate
informal learning practices.
25. What
are
the
informal
learning practices
related
to
CMCs?
Content Analysis of
the
interviews to
invesCgate
informal learning practices.
26. What
are
the
informal
learning practices
related
to
CMCs?
Content Analysis of
the
interviews to
invesCgate
informal learning practices.
27. How
do
different
groups
perceive
CMC?
Content Analysis of
the
pictures
to
invesCgate
spaces
in
relaCon
to
the social groups
at
stake.
28. How
do
different
groups
perceive
CMC?
Content Analysis of
the
pictures
to
invesCgate
spaces
in
relaCon
to
the social groups
at
stake.
29. How
do
different
groups
perceive
CMC?
Content Analysis of
the
text related to the pictures
to
invesCgate
OCM dimensions
in
relaCon
to
the social
groups
at
stake.
30. How
do
different
groups
perceive
CMC?
Content Analysis of
the
text related to the pictures
to
invesCgate
OCM dimensions
in
relaCon
to
the social
groups
at
stake.
31. How
do
different
groups
perceive
CMC?
Content Analysis of
the
text related to the pictures
to
invesCgate
OCM dimensions
in
relaCon
to
the social
groups
at
stake.
P1 “I
can
use
and
develop
the
skills
that
the
trainers
teach
me”
Cuamba
User
9
Photo
1
32. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
33. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
34. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
district
community
informaCon
radio
government
change
35. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
Molding
the
polis
through
the
community
radio
district
community
informaCon
radio
government
change
36. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
Molding
the
polis
through
the
community
radio
Learning
informaCcs
at
the
telecenter
Computers
as
possibly
connected
typewriters
Users’
edutainmen
t
experience
of
the
radio
“What
we
sell
is
photocopie
s”
“The
CMC
as
a
bureaucraC
c
umbrella
37. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
Molding
the
polis
through
the
community
radio
Learning
informaCcs
at
the
telecenter
Computers
as
possibly
connected
typewriters
Users’
edutainmen
t
experience
of
the
radio
“What
we
sell
is
photocopie
s”
“The
CMC
as
a
bureaucraC
c
umbrella
38. How
do
different
groups
perceive
CMC?
Co-occurrence Analysis of
the
interviews
to
define
clusters of meaning and
their
relaCon
to
the social groups
at
stake
using
T-LAB.
