Technology-Enhanced or Technology-Exhausted Learning in Adult Migrant Literacy Education in Finland: Exploring Teachers' Experiences and Views in Pre-Pandemic and Pandemic Times

Autor/in	Malessa, Eva
Titel	Technology-Enhanced or Technology-Exhausted Learning in Adult Migrant Literacy Education in Finland: Exploring Teachers' Experiences and Views in Pre-Pandemic and Pandemic Times
Quelle	In: International Journal of Technology in Education and Science, 7 (2023) 2, S.104-128 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Malessa, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Educational Technology; Adult Education; Literacy Education; Immigrants; Second Language Learning; Teacher Attitudes; Access to Computers; Technological Literacy; Barriers; COVID-19; Pandemics; Distance Education; Access to Education; Adult Basic Education; Finland + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Lehrerverhalten; Technisches Wissen; Distance study; Distance learning; Fernunterricht; Access; Bildung; Zugang; Bildungszugang; Adult education; Finnland
Abstract	This exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy teachers, four inservice teachers were interviewed during the COVID-19 pandemic in late 2020. With means of qualitative content analysis an account of teachers' individual experiences and views of technology-equipped language and literacy learning was generated. Problematic issues were the use of devices for educational purposes, lacking user experience, inadequate provision of suitable devices, IT courses, and insufficient support for learners and teachers, causing inequality. Teachers reported of various ways to ensure and enable device access and learning opportunities, resulting particularly during pandemic times in high workloads. The emergency remote teaching circumstances during this global health crisis posed an enormous additional challenge for teachers and students. Findings raise questions about the pedagogical cost of the pandemic for adult migrant literacy education in Finland and call for discussions on post-pandemic changes on a national and international level. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01