Program Directors' Perspectives on Technology Integration in Adult Education and Literacy Classrooms
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| Title: | Program Directors' Perspectives on Technology Integration in Adult Education and Literacy Classrooms |
|---|---|
| Language: | English |
| Authors: | Chih-Wei Wang, Amanda D. Sainz, Glenda L. Rose, Mary V. Alfr |
| Source: | Adult Literacy Education. 2024 6(2):4-17. |
| Availability: | ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Administrators, Administrator Attitudes, Technology Integration, Adult Education, Adult Programs, Literacy Education, Digital Literacy, Faculty Development, Technical Support, Technology Uses in Education, Administrator Characteristics, Program Administration, Barriers, Access to Computers, Costs, Disadvantaged, Educational Technology |
| Geographic Terms: | Texas |
| ISSN: | 2642-3669 |
| Abstract: | This qualitative study investigated the status of technology integration in Texas adult education and literacy classrooms from the perspective of program directors. Researchers conducted 15 semi-structured interviews to learn about technology integration. The findings revealed that available technology resources, teaching and integrating digital literacy skills, professional development opportunities, and IT support contributed to the success of technology integration. In contrast, limited access to technology resources and the internet, professional development costs, and instructors' time and skill constraints were barriers to integrating technology into adult education and literacy classrooms. Providing various resources and ongoing support to improve technology integration in adult education and literacy programs is necessary. Recommendations for practice and future research are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448623 |
| Database: | ERIC |
| Abstract: | This qualitative study investigated the status of technology integration in Texas adult education and literacy classrooms from the perspective of program directors. Researchers conducted 15 semi-structured interviews to learn about technology integration. The findings revealed that available technology resources, teaching and integrating digital literacy skills, professional development opportunities, and IT support contributed to the success of technology integration. In contrast, limited access to technology resources and the internet, professional development costs, and instructors' time and skill constraints were barriers to integrating technology into adult education and literacy classrooms. Providing various resources and ongoing support to improve technology integration in adult education and literacy programs is necessary. Recommendations for practice and future research are provided. |
|---|---|
| ISSN: | 2642-3669 |
