![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
This is a report of a study of the attitudes of 37 adult educators regarding various educational innovations. Research methods included questionnaires and interviews; validation procedures were instituted for interview protocols and questionnaire results. Major conclusions were that while instructors accept the potential value of some educational innovations, they tend to resist them when policies are vague, training is ineffective (or lacking), or when consultation is perceived as inadequate. These reactions are especially common in relation to educational technologies. Recommendations include acknowledgement and use of in-house instructor expertise, careful attention to communication and consultation, and appointment of a credible individual to act as coordinator of curriculum change efforts.
Additional information
Notes on contributors
Patrick J. Fahy
Patrick Fahy is past-president of the Movement for Canadian Literacy and the Alberta Association for Adult Literacy. He has held positions in teaching and administration of adult education for 13 years. Dr. Fahy is presently director of program development and research at the Alberta Vocational Centre, Edmonton, where his present interests are related to introducing educational technology into several adult education programs.