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

Oct 15, 2026

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Study examines how adult education instructors’ perceptions and diffusion practices shape equity of access to ICT beyond mere technological availability. Using an exploratory qualitative design on the initial implementation stage of Mexican government community technology centers (plazas comunitarias), it analyzes data from 16 centers through inductive interpretation. The theoretical lens combines innovation diffusion with critiques of its limits, integrating Giddens’ structuration to connect human agency, institutional routines, and the resulting top-down innovation that restricts access for poor adults.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Equity of access beyond technological availability

Related research on adult education and ICT inclusion

Definitions: availability, access, and use

Canadian Journal of Learning and Technology Volume 33(2) Spring / printemps 2007 Adult instructors’ perceptions on ICT and diffusion practices: implications for equity of access Bertha Salinas Amescua Author Bertha Salinas Amescua is with the Universidad de las Amé ricas, Puebla, Mexico . Correspondence regarding this article can be e mailed [to:](to:bertha.salinas@udlap.mx)[bertha.salinas@udlap.mx](to:bertha.salinas@udlap.mx) 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. Ré sumé : La pré sente étude laisse entendre que l’é quit é d’accè s va au delà de la disponibilit é technologique . Établie sur une étude préliminaire plus large de la première étape de mise en œuvre des centres communautaires de technologie du gouvernement mexicain, les CCT ( « plazas comunitarias ») , les perceptions des instructeurs dans le domaine del’enseignement aux adultes et les pratiques de diffusion sont décritescomme un facteur médiateur permettant de comprendre pourquoi les adultes pauvres ne peuvent y avoir accè s . La perspective théorique intè gre des concepts provenant d’études sur la diffusion de l’innovation tout en questionnant les limites de cette théorie en ce qui concerne la compréhension des pratiques des instructeurs . Ainsi, la relation entre l’agence et la structure humaine, de la théorie de structuration de Giddens, est inté gré e . Les donné es qualitatives de 16 CCT sont interprét é es de façon inductive . On a conclu que les CCT sont une innovation descendante; les instructeurs ont perçu et annoncé les CCT de façon trè s différente, limitant ainsi l’é quit é d’accè s . Ces pratiques sociales proviennent des routines des participants, elles ont institutionnalis é la ligne de conduite; les comprendre pourrait é clairer la complexit é du processus de diffusion, gé né ralementillustré en format liné aire . Introduction Thousands of adults throughout the world lack access to information and communication technologies (ICT) , despite well funded initiatives to provide them free of charge . This problem occurs in countries such as Mexico, Canada, the United States and Great Britain ( Cisneros, 2005; Clarke, 2005; Kotrlik & Red mann, 2005 ) . Adult education (AE) has attempted to contribute to an e inclusive society by prioritizing equipment and network investment, the creation of community technology centers ( CTCs) , and instructor training. This study aims to extend the concept of equity of access beyond technological availability by emphasizing the fact that it is a complex phenomenon mediated by personal, socio cultural and institutional factors, which facilitate or limit ICT access for the poor. Studies on AE technological access and inclusion have focused on different aspects . Hopey (1999) analyzed expectations generated in AE stakeholders and concluded that the challenges “have less to do with the quantity and availability of technology than with the quality a

FAQs

What does the study identify as the core driver of equity of access?

Equity of access is mediated by personal, socio-cultural, and institutional factors, particularly instructors’ perceptions and diffusion practices, not only by technological availability.

How does the paper conceptualize the relationship between access and the ability to use ICT?

It distinguishes ICT availability from access and use, noting that access is often treated as the availability of computers, while effective use depends on support networks and related conditions.

Why are community technology centers (CTCs) considered limited in achieving equity for poor adults?

The paper concludes that CTCs operate as a top-down innovation, and instructors perceived and diffused them in very different ways, limiting equity of access; these differences reflect institutionalized routines of social actors.

Oct 15, 2026

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