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Fifteen semi-structured interviews identify key contributors, including available technology resources, instruction and integration of digital literacy skills, professional development, and IT support. Barriers include limited access to technology and internet, professional development costs, and constraints on instructors’ time and skills. 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Sainz, Texas A&M University  \nGlenda L. Rose, Community Action, Inc. of Central Texas Mary V. Alfred, Texas A&M University  \nAbstract  \nThis qualitative study investigated the status of technology integration in Texas adult education and literacy classrooms from the perspective of program directors. Researchers conducted 15 semi-structured interviews to learn about technology integration. The findings revealed that available technology resources, teaching and integrating digital literacy skills, professional development opportunities, and IT support contributed to the success of technology integration. In contrast, limited access to technology resources and the internet, professional development costs, and instructors’time and skill constraints were barriers to integrating technology into adult education and literacy classrooms. Providing various resources and ongoing support to improve technology integration in adult education and literacy programs is necessary. Recommendations for practice and future research are provided.  \nKeywords: technology integration, blended learning, adult education and literacy, professional development, peer support  \nTechnological advancements like smartphones, computers, and tablets are transforming how people live, learn, and work. Students can now access learning materials on their digital devices and practice outside the classroom. These technological advancements provide more learning opportunities for adult learners, especially adult education and literacy (AEL) students (Jacobs et al., 2014) . Students in AEL programs aim to enhance their English reading, writing, listening, speaking, and math skills (Texas Workforce Commission [TWC], 2017) . AEL programs also assist students in their transition to postsecondary education and the workforce (Green, 2020). Acquiring technology skills is crucial for developing problem-solving competence and increasing the likelihood of future employment (Cummins et al., 2019). Thus, teaching adult learners to incorporate technology skills  \ninto their daily lives is necessary for AEL programs to meet student needs.  \nTechnology Integration in Adult Education and Literacy  \nAlthough our study occurred before COVID-19, the pandemic exacerbated the need for digital literacy skills and classroom technology integration because social distancing required students and teachers to learn and work online (Belzer et al., 2022) . This shift to an increasingly technological world makes this study even more relevant today. Technology integration in AEL classrooms is critical to adult learners’ success because technology permeates every facet of modern life. Technology integration refers to the adoption of  \nCorrespondence: [amywang523@tamu.edu](amywang523@tamu.edu) 4  \ntechnology for educational purposes (Knezek et al., 2000) . AEL classrooms in Texas are encouraged to integrate technology into their classrooms and equip students with the skills needed “to find, evaluate, organize, create, and communicate information online”(Office of Career, Technical, and Adult Education [OCTAE], 2015, p. 1) . A key driver of this integration is the Workforce Innovation and Opportunity Act of 2014 (WIOA), which outlines digital literacy as a workforce preparation activity. WIOA supports technology usage “for the improvement of teaching, learning, professional development, productivity, and system efficiencies”(OCTAE, 2015, p. 1) .  \nDigital literacies allow adults to fully participate in everyday life, and many AEL students are interested in learning these skills to reach their academic and career goals (Vanek & Harris, 2020) . Instructors can","cbCaivd9DIOMZAcs","https://ap.wps.com/l/cbCaivd9DIOMZAcs","pdf",299441,14,"English","# Abstract\n## Technology Integration in Adult Education and Literacy\n## Texas Digital Literacy Initiatives","[{\"question\":\"How was the study conducted to understand technology integration in AEL classrooms?\",\"answer\":\"Researchers conducted 15 semi-structured interviews with program directors to learn about technology integration. The study used a qualitative approach based on their perspectives.\"},{\"question\":\"What factors helped technology integration succeed in Texas adult education and literacy classrooms?\",\"answer\":\"Findings highlight available technology resources, instruction and integrating digital literacy skills, professional development opportunities, and IT support as key contributors to successful integration.\"},{\"question\":\"What barriers limited technology integration in adult education and literacy classrooms?\",\"answer\":\"Barriers included limited access to technology resources and the internet, professional development costs, and constraints related to instructors’ time and skills. These factors hindered effective integration.\"}]","Program Directors’ Perspectives on Technology Integration in Adult Education and Literacy Classrooms | PDF",1792066945,35]