posted on 2022-10-12, 08:34authored byJoanne Irwin
Due to the widespread use of Information and Communications Technology (ICT)
within all aspects of today’s society, ICT use within all education sectors,
including adult education must be encouraged in order to fully prepare learners for
employment. This case study examines factors that facilitate and impede the use
of ICT within education and identifies factors that are specific to adult education.
This study primarily investigates the role of ICT within two adult education
programmes, namely the Vocational Training Opportunities Scheme (VTOS) and
the Back to Education Initiative (BTEI) within an Adult Education and Training
Centre (AETC) in Ireland.
Primary research involved observing the eight teachers in the AETC to identify if
and how they use ICT within their specific subject area. In addition,
questionnaires were disseminated to these teachers and to a random sample of 30
learners, 15 learners from each programme. Alongside this, a semi-structured
interview was carried out with the co-ordinators from both of the aforementioned
programmes.
This study identified a disparity in ICT use across these specific adult education
programmes. VTOS teachers and learners have increased ICT funding resulting
in increased availability and accessibility of ICT resources. Consequently, VTOS
teachers are highly trained and competent in ICT enabling the creation of versatile
and innovative learning environments for VTOS learners. Comparatively, BTEI
teachers do not experience the same levels of ICT funding, therefore have fewer
opportunities to learn or develop ICT skills. BTEI teachers and learners have
access to fewer ICT resources and subsequently BTEI teachers are less
knowledgeable, competent or confident using ICT in their classrooms. Although
inconsistencies in ICT use exist across programmes, all teachers and learners in
the AETC acknowledge that ICT skills are crucial in today’s society.
Accordingly, this study suggests that unless this disparity is addressed and
resolved, the AETC is failing to meet the ICT requirements and needs of all adult
learners.