Technology Learning and Justice-Impacted Communities

Abstract

This study, guided by the unified theory of acceptance and use of technology (UTAUT), assesses how a technology education program affects technology adoption, use, and digital literacy for women transitioning from incarceration. Results highlight social influence (impact of instructors) and facilitating conditions (devices and access to lessons) as crucial factors in technology adoption. A majority of the women stated their success and use of technology communication was enhanced through the support instructors and peer mentors provided. The research carries scholarly and policy implications for addressing technology education and information literacy within underrepresented justice-impacted communities in digital inclusion efforts.