A structurational approach to understanding Internet training in three trade union contexts

There is widespread interest among policymakers in training in the use of information and communication technologies (ICT). In Europe, initiatives such as the European Computer Driving Licence (ECDL) and the European Union’s eEurope programme (CEC, 2000) emphasise the importance of literacy in ICT in improving both access to the labour market and the ability to exercise rights and obligations as citizens. These initiatives largely present ICT literacy as a bundle of generic technology use skills readily be re-used in a wide range of contexts. Much of the literature on Internet training and competency development treats the issue of technology use as unproblematic (e.g. Mathews, 1997; McGowan et al, 2001). Focussing on the situated nature (e.g. Bullen & Bennett, 1996; Kling, 2000; Majchrzak, et al, 2000; Orlikowksi 2000, 2002) of technology use suggests that these approaches to technology training which conceive of sets of readily transferrable technology skills may have limits. This paper conceives of training and trainers as nodes in a wider ‘sociotechnical interaction network’ which surrounds and supports ICT use. We take a structurational approach (Orlikowski, 2000) to discussing the implementation of Internet training programmes in three nationally-based organisations in Europe. It argues that the varied conception of Internet training among trainers has resulted in significantly different conceptions of the Internet being enacted.