Educators' Perspectives on Integrating Technology Into Sexual Health Education: Implementation Study (Preprint)

Abstract

BACKGROUND In the last decade, the use of technology-based sexual health education has increased. Multiple studies have shown the feasibility of technology-based interventions, while a subset has also shown efficacy in improving youths’ sexual health outcomes such as increased condom use and knowledge. However, little is known about health educators’ experiences in integrating technology to augment sexual health curricula. OBJECTIVE The purpose of this study was to assess the perceptions and experiences of health educators regarding the incorporation of technology into a sexual health education program designed for underserved youth in Fresno County, California, and to identify facilitators and challenges to incorporating technology into the in-person curriculum. METHODS This implementation study used data collected as part of a cluster randomized controlled trial to evaluate In the Know (ITK), an in-person sexual health education curriculum that includes technology-based content, such as a resource locator, videos, and games, which can be accessed through a mobile app or website. Data from implementation logs from each cohort (n=51) and annual interviews (n=8) with health educators were analyzed to assess the health educators’ experiences using the technology and adaptations made during the implementation. RESULTS The health educators reported that technological issues affected implementation to some degree: 87% of the time in the first year, which decreased to 47% in the third year as health educators’ familiarity with the app increased and functionality improved. Technology issues were also more common in non–school settings. Successes and challenges in 3 domains emerged: managing technology, usability of the ITK app, and youth engagement. The health educators generally had positive comments about the app and youth engagement with the technology-based content and activities; however, they also noted certain barriers to adolescents’ use of the mobile app including limited data storage and battery life on mobile phones. CONCLUSIONS Health educators require training and support to optimize technology as a resource for engaging with youth and providing sensitive information. Although technology is often presented as a solution to reach underserved populations, educational programs should consider the technological needs and limitations of the participants, educators, and settings. INTERNATIONAL REGISTERED REPORT RR2-10.2196/18060

Save-Child Application to Introduce Self-Protection to Children: Preliminary Study of Website-Based Learning Media

“…The popularity of the internet among teenagers has caused a surge in the implementation of digital technology for educating children about sexual safety. Integrating technology into instruction presents various challenges such as the requirement of efficient preparation, management, and potential internet accessibility difficulties (Decker, 2021). Based on prior research findings, the author posits that Web 2.0 holds immense potential in providing self-protection resources for children but demands meticulous planning and management to optimize its advantages.…”

“…The interviews with various informants revealed several categories of needs that need to be considered in the development of the Save-Child application. There are challenges in integrating this technology into learning, including the need for good preparation and management and internet access issues (Decker, 2021). We assume based on the results of previous research that Web 2.0 has great potential in delivering self-protection materials to children, but it needs careful planning and management to maximize its benefits.…”