Turning Challenges into Opportunities

A Case Study of Nutrition Educators' Perspectives on the Delivery of Virtual Community Nutrition Programming

“…Within the adult education setting, CHAT has been used in both qualitative (Ramanair, 2016) and mixed methods research designs that look at teacher education (Mwalongo, 2016).…”

“…The research questions of many of these studies were focused on where contradictions or challenges occurred within the activity system specifically related to the integration of new technology (Lewin et al, 2018;Marwan & Sweeney, 2019;Ramanair, 2016). For example, Marwan and Sweeney (2019) aimed "to investigate the contradictions related to teachers' integration of technology into their English teaching practice" (p. 118).…”

“…CHAT has been used in previous literature as a framework to study the integration of new technology in educational settings outside of nutrition education (Lewin et al, 2018;Marwan & Sweeney, 2019;Ramanair, 2016). It also has been chosen in past literature because of its ability to highlight how context holistically influences decisions educators make in relation to education delivery (Englund et al, 2018).…”

“…Thus, allowing for multiple voices and perspectives to be represented. Previous studies have used this structure to successfully capture voices at various levels of the organization such as students, educators, administrators, and other key informants (Marwan & Sweeney, 2019;Ramanair, 2016).…”

“…APSHA (2023) demonstrated an awareness of these impacts to shifting to more collaborative work within the system by also discussing that these changes mean a need for better evaluation practices that relate the virtual SNAP-Ed programming. Existing literature based on CHAT confirms that adding technology to educational settings often creates tension with traditional evaluation methods (Ramanair, 2016).…”