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"I received my copy of the Adult Education Toolkit in such a timely manner, I did not even miss a beat in my plan-ning work for SWTJC ABE. Thank you so much for being always ready to help those of us in the field. We really appreciate you!"
Tina Whitney
Southwest Texas Junior College Adult Education
Consultant to the Adult Education Program
Andragogy and Technology: Integrating Adult Learning Theory as we Teach with Technology. Fidishun, Dolores (2002). Malvern, PA: Penn State Great Valley School of Graduate Professional Studies.
This resource discusses the importance of adult learning theory when planning lessons that incorporate technology into the classroom. Fidishun succinctly explains andragogy (assumptions about the way adults learn as opposed to children) and its importance to adult education. She then goes on to utilize six assumptions underlying andragogy. Fidishun asks practitioners to utilize theory to guide practice so that lessons that incorporate technology meet both the learning needs (content) and the learners’ needs as adult learners. The author also provides activities and strategies as examples of how to do this.
Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education. Wonacott, Michael E. (2002). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.
Both face-to-face and distance learning methods are used today in adult education and career and technical education (CTE), and both methods have their individual strengths and limitations. With the increase in the use of information and communications technology (ICT) for distance learning, adult and CTE programs use a blend of both methods in order to maximize the advantages and minimize the disadvantages of each. This ERIC Practice Application Brief reviews the literature on combining traditional classroom instruction with distance learning via ICT and offers suggestions on how the two methods can be effectively blended in adult and CTE programs.
Closed Captioned TV: A Resource for ESL Literacy Education. Parks, Carolyn (July 1994). Washington, DC: National Clearinghouse for ESL Literacy Education.
In the four years since the publication of “Closed Captioned Television for Adult ESL Literacy Learners” (Spanos & Smith, 1990), interest in the subject has been growing among teachers, students, and researchers. What is new in closed captioned television (CCTV)? Recent technological, pedagogical, and regulatory developments have heightened awareness and appreciation of the medium’s educational potential. This Digest reports on new captioning legislation that increases access to captioned programs and on new research, technology, and uses of closed captions in the field of adult ESL.
Developing Discipline-Based Critical Thinking Skills via Use of Interactive Technologies. Kok, Ayse (2008). Thousand Oaks CA: International Journal of Instructive Technology & Distance Learning.
This article provides a rationale for incorporating the development of critical thinking skills into the online learning environment. The author also presents possibilities for building these cognitive skills into online classes. She maintains that incorporating critical thinking skills is a necessary component of learning; these skills assist learners to evaluate and link the abundance of information and ideas that is available via information communication technologies (ICTs). Kok starts by reviewing research on critical thinking and learning principles that apply to the teaching of these skills (accompanied by tables that delineate the information). She ends by offering activities that would be suitable to the online learning setting. It should be noted that this article is written for a college setting, however, the content and principles, with adaptations, can be applied to a variety of adult learning settings. The reader will need to adjust suggestions to fit the context of Adult Basic Education.
Distance Learning: The Challenge and Opportunity of Online Technology. Layng, Jacqueline M. (2008). Toledo, OH: University of Toledo.
This literature review explores the abundance of technologies that have sprung up over the last two decades and how they are being used in the classroom. The author particularly examines how they are being applied to on-line learning. She also considers effectiveness, content, and relationships among students and teachers.
Expanding Access to Adult Literacy with Online Distance Education. Askov, Eunice N and et al (February 2003). Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
Report examines the potential
of online learning to meet the educational needs of adult learners. It identifies a number of issues central to making distance education succceed in adult education. One chapter explores the state of Pennsylvania’s experiment with the use of distance education for adult basic education students. An appendix introduces Project IDEAL, an effort to create resources for a consortium of states to help them implement and assess a variety of distance education models. Clearinghouse Library disseminates free copies to Texas educators ONLY; publication is also available on the NCSALL website
(www.ncsall.net).
Exploring Distance Education Curricula for Adult Learners: Working Paper #8. Young, Shannon (2005). Ann Arbor, MI: Project IDEAL Support Center, Institute for Social Research, University of Michigan.
Project IDEAL is a consortium of states working together to develop effective distance education programs for adult learners. Determining which curriculum to use is one of the most challenging and important decisions states make in developing a distance education program. In this Working Paper, Project IDEAL provides guidance on Instructional Models and Delivery Systems; computer-assisted instruction; teacher-facilitated multimedia products; purchasing curricula; issues of media, licensing, training, and technical support; and product descriptions.
Getting Started with Assistive Technology. Silver-Pacuilla, Heidi (2007). Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
This article gives an overview of the most common categories of assistive technology (AT) that support literacy and language development. It also gives examples of the applications and advantages to integrating assistive technology into the classroom. Although the article tends to refer to adults with disabilities in a more general sense, it applies directly to adults with learning disabilities and to use of technology with all adult students.
Handbook of Distance Education for Adult Learners, Third Edition. Petty, Leslie I., Johnston, Jerome, and Shafer, Dehra (2004). Ann Arbor, MI: Project IDEAL Support Center, Institute for Social Research, University of Michigan.
Project IDEAL is a consortium of states working together to develop effective distance education programs for adult learners. In this third edition of the Handbook of Distance Education for Adult Learners, the five primary chapters have been revised to reflect additional lessons learned from participating states. Expanded information on teaching with different curricula is included as well. Key topics include: Recruitment; Orientation; Teaching at a Distance; Tracking Students and Assessing Their Performance; and Administrative Issues.
Investigating the Language and Literacy Skills Required for Independent Online Learning. Silver-Pacuilla, Heidi (September 2008). Washington, DC: National Institute for Literacy.
Written by Heidi Silver-Pacuilla from Stephen Reder’s original analysis, this resource reports on a study undertaken to investigate the levels of literacy and language proficiency needed for adult learners to undertake independent online learning. Researchers identified that no concrete threshold exists; rather, the relationship among the learner’s skills, the opportunities afforded to the learner, and available supports determines what is needed for the learner to be successful. Learners at all levels of language and literacy proficiency were found to be both eager and able to successfully engage in online learning if the above three elements were present. Furthermore, adult learners are strongly motivated to gain these skills as they perceive them as being related to job improvement. This report offers information on how to balance the elements to optimize adult learning. The authors address creating opportunities for learning, instruction, program planning, and content development. Clearinghouse Library disseminates free copies to Texas educators ONLY; publication is also available on the National Institute for Literacy website.
Learning with Computers: The Theory Behind the Practice. Cromley, Jennifer G. (2000). Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
This resource addresses why technology use in the adult basic education (ABE) classroom does not always make an impact on learning or effective instructional practice. In doing so the author considers the following issues: the limited research available on effective computer integration into the classroom; effective uses of technology for teaching ABE students; the impact of increased interest in technology; blending human interactions into settings that rely on technology as the primary teaching tool (e.g., distance learning); how technology can increase collaboration among students; the use of technology to increase memorization; technology to assist students with special considerations for learning; and using technology to assist and develop thinking skills. The author in each concise section offers a brief review of the literature, a rationale, and practical ideas for utilizing technology to support each of these aspects of learning. She ends the article with general tips to keep in mind when incorporating technology, and particularly computers, in the classroom.
Measuring the Motivation and Strategy Use of GED Students in Distance Education Programs. Wolters, Christopher, et al (2005). Ann Arbor, MI: Project IDEAL Support Center, Institute for Social Research, University of Michigan.
This report summarizes a pilot study in which 94 adults working on their GED in distance education programs completed a survey that measured their motivational beliefs, strategy use, and self-regulation with regard to the distance education course they were taking. Findings in this non-representative sample indicate that participants pursuing their GED in these programs were highly motivated. They consider their GED preparation program valuable in terms of its utility and importance to them as persons, and consider themselves efficacious, while indicating that being in the program required a moderate level of sacrifice. Quite important for program evaluation is the fact that virtually all the students reported being strongly supported by their instructors. They would recommend the program to others and have little regret about having chosen to work on obtaining their GED.
Second Language Acquisition and Technology: A Review of the Research. LeLoup, Jean W. and Ponterio, Robert (December 2003). Washington, DC: ERIC Clearinghouse on Language and Linguistics.
Foreign language teachers have always been ahead of the curve in integrating technology into instruction and learning, seeing the benefits of technology even without an extant research database to confirm their judgment. The number of computer applications, communications technologies, and sheer volume of offerings on the Internet has grown at an amazing rate over the past 15 years, and many foreign language educators have embraced these new technologies as useful instructional tools. This ERIC Digest describes a conceptual framework through which to view the research; problems with the research base; what the research does indicate; and additional thoughts on second language acquisition and technology.
Technology Competencies: Meeting the Challenge. Kansas Board of Regents Adult Education Division (2004). Topeka, KS: Kansas Board of Regents.
As computers become more and more prevalent, technology competencies are becoming a standard in adult basic education. The Kansas Board of Regents – Adult Education Division has developed this resource to meet the challenge. This resource (on CD) includes technology competencies aligned with level descriptors from the National Reporting System (NRS), detailed lesson plans with worksheets for each competency, and a method for verifying competency mastery.
Under Construction: Building Web Sites as a Project-Based Learning Activity for ABE/ESOL Classes: Tips for Teachers. Carter, Jeff and Quann, Steve (2003). Boston, MA: World Education.
This book is designed to provide adult literacy and ESOL staff developers and teachers with some simple, user-friendly guidance on using project based instruction and technology to build a web site with students. Under Construction is a useful tool for instructors who want to introduce their students to some basic technology skills and/or use the World Wide Web to publish student products. The book not only provides step-by-step guide to building a web site with students, but also introduces the rationale for using project-based instruction and using technology as a tool. This resource guide not only encourages adult students to be technology learners, but also guides the teacher in promoting the use of technology while encouraging authentic learning. Clearinghouse Library disseminates free copies to Texas educators ONLY; publication is also available on the World Education website (http://tech.worlded.org/wei_under.pdf).
Uses of Technology in the Instruction of Adult English Language Learners. Moore, Sarah Catherine K. (February 2009). Washington, DC: Center for Adult English Language Acquisition.
This brief discusses three ways of using technology with adults learning English—onsite, blended, and online—and briefly describes examples of specific technologies and programs for adults learning English. The brief concludes by identifying issues to consider when using technology and by offering suggestions for further research.
Video-Based Distance Education for Adult English Language Learners
Ramirez, See Sylvia and Savage, K. Lynn (July 2003). Washington, DC: National Center for ESL Literacy Education.
To meet the needs of English language learners, adult ESL programs are implementing a variety of educational opportunities including distance education. Today a variety of technologies are used to deliver content at a distance. Video-based distance education is a popular form of distance education. It utilizes pre-produced videos, requires minimal technological skills on the part of the teacher and the learner, and can be structured to facilitate independent home study and periodic one-on-one or group instruction. This ERIC Q&A identifies advantages and challenges with using video-based distance education for adult English language learners, describes implementation alternatives, and suggests practical implementation strategies.
