Integration of ICT into an adult education program for indigenous communities The case of Guainía, Colombia

Abstract

This study explores the integration of Information and Communication Technologies (ICTs) into adult education for indigenous people. It does so through the analysis of a case study that focuses on an adult education program implemented in Guainía, Colombia in 2013. The overarching purpose of this study is to provide a clear understanding of the participants perceptions regarding ICTs integration into both their education and their communities. This study uses a qualitative research approach and methods in order to explore participants views and experiences with the program. In doing so, findings are examined in light of Everett Roger s diffusion of innovation theory and Richard Ryan s and Edward Deci s concept of motivation in education. This study has found that participants perceive the integration of ICTs into the adult education program as innovative tools that positively enhance their teaching and learning processes. Consequently, this study reveals that both program s teachers and students view the use of ICTs in and outside the classroom as an innovation that promote interactive and dynamic classes. In addition, findings suggest that participants perceptions of the integration and use of ICTs in the education program closely relates to their motivations to teach, study and learn. Also participants perceive the integration of ICTs into the education program and their communities as an opportunity to access knowledge and information as well as to communicate with others and thereof enter the digital world. Despite findings generally show that participants views are largely positive, there are also other conflicting aspects that reveal participants negative perceptions. For instance, the ICT tools integrated in the program are considered as very difficult devices to handle by some of the participants, which considerably limit the use of these tools for their teaching and learning process. In addition, findings suggest that participants consider that the use of ICTs in their communities can involve extensive negative effects on their culture. Their concerns primarily include young community members who are continuously in contact with technologies (e.g. TV, internet, computers, tablets and video-games) and who no longer want to get involved in traditional and cultural activities within the communities.