An investigation into the use of digital technology in adult education - how does it affect roles in adult education?

Adult education and further training in Ireland is currently undergoing reform. The VEC structure is now abolished and it has been reclaced by Education and Training Boards. Meanwhile digital technology is also being integrated into adult education and bringing about changes of its own. This case study aimed primarily to examine how the use of digital technology can impact on the roles of those involved in adult education. In particular, the focus of the study was on the roles of adult learners, adult educators and likewise adult education management. This research was undertaken at a Further Education Centre (FEC). An online digital lesson on interview skills was developed by the research practitioner and a hyperlink provided to the FEC for use in communications class by the Post Leaving Certificate (PLC) learners. A random sample group of thirty adult learners, ten from each course, completed the digital lesson. In addition, the participating adult learners completed an online questionnaire. In conjunction with this research, a focus group discussion took place involving six adult educators from the FEe. Subsequently, the FEC Director participated in a telephone interview. This study identified that all three groups of participants had specific roles in integrating digital technology at the FEC. The adult learners viewed their role mainly as doing their COUTSCWOrk. However, they wanted to be involved in creating digital lessons. The role of the adult educator was that of identifying learners' needs and of preparing digital content in line with both learners' needs and with curriculum requirements. The role of the Centre Director was to ensure that an adequate digital infrastructure was in place. Moreover, a key finding was that the Centre Director's role was crucial in facilitating collaboration between all involved in using digital technology at the FEC. The findings revealed the existence of barriers to the integration of digital technology at the FEC. However, all three groups of participants indicated that they would like to be involved in further use of digital technology there. Consequently it was found that systemized collaboration within and outside the FEC is necessary for the successful integration of digital technology. Further research is recommended into best practices for collaboration on the integration of digital technology, both within the FEC and in adult education as a whole.