Adult Instructors' Perceptions on ICT and Diffusion Practices: Implications for Equity of Access

Autor/in	Salinas-Amescua, Bertha
Titel	Adult Instructors' Perceptions on ICT and Diffusion Practices: Implications for Equity of Access
Quelle	In: Canadian Journal of Learning and Technology, 33 (2007) 2, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Adult Education; Adult Educators; Adults; Teacher Attitudes; Access to Computers; Empowerment; Influence of Technology; Innovation; Social Theories; Qualitative Research; Low Income Groups; Information Technology; Observation; Stakeholders; Mexico + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Gesellschaftstheorie; Qualitative Forschung; Informationstechnologie; Beobachtung; Mexiko
Abstract	This study suggests equity of access goes beyond technological availability. Based on a larger exploratory study of the initial implementation stage of the Mexican government's community technology centers, CTCs ("plazas comunitarias"), adult education instructors' perceptions and diffusion practices are described as a mediating factor to understand non-access of poor adults. The theoretical perspective integrates concepts from innovation diffusion studies, while questioning the limitations of this theory in terms of understanding instructors' practices. Thus, the relation between human agency and structure, from Giddens' Theory of Structuration, is incorporated. Qualitative data from 16 CTCs are interpreted inductively. It is concluded that CTCs were a top-down innovation; instructors perceived and diffused CTCs in very different ways, thus limiting equity of access. These social practices stem from social actors' routines, which institutionalized courses of action; understanding them could illuminate the complexity of the diffusion process, generally depicted in linear form. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01