PEDAGOGIC TECHNOLOGY IN ADULT VOCATION EDUCATION: SELF-EFFICACY

Klenton Sparks
Steven Cates
Purdue University Global

ABSTRACT

The purpose of this research is to determine why teachers in adult education programs
struggle with the implementation of pedagogic technology in vocational based classrooms. This
research utilized a research design using a quantitative pre- and post-instruction assessment test
with twelve multiple choice questions to measure the ability of the teachers. A quantitative pre-
and post-instruction survey questionnaire was used to measure the comfort level of the instructors
in the teaching environment to implement new classroom technology. With adult education
learners projected to grow at a faster rate compared with the traditional late adolescent student
this makes this research vital for colleges and universities to recognize, and cater to this aspect of
student diversity (Chen, 2017). The goal of this study is to investigate if instructional intervention
can bridge the gap between the instructor’s pedagogic belief and the expectation of the current
student. This study indicates more conversation and research may help to distinguish the gap
between the practitioner being a leader or a manager (Hoff, 1999). The identified gap between
what is historical and current in pedagogic technology requires further research to prepare for
the next generational demographic. This study helps to address part of this gap in the research.

Keywords: Pedagogic technology, intervention, ability, comfort level, adult vocation, education, self-efficacy