256 Matching Annotations
  1. Nov 2022
    1. Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

      -I will download the full article in EBSCO

      -This article will give me insight into how the self-determination theory helped with student engagement during the online learning they received during covid pandemic.

      -rating 7/10

      Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.

    1. Leading and Teaching with Technology: School Principals' Perspective

      This article will provide me with insight into how the use of technology has changed in the grade school education system based on principals' perspectives.

      rating 8/10

      Ugur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals' Perspective. International Journal of Educational Leadership and Management, 7(1), 42-71.

    1. Teachers’ Use of Technology in Elementary Reading Lessons

      -I will download this full article through EBSCO

      -This article will provide me with teaching strategies that use technology in elementary reading lessons.

      -rating 8/10

      McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146.

    1. Elementary Teachers’ Views about Teaching Design, Engineering, and Technology

      This article will provide me with insight on the views elementary teachers have on design, engineering and technology.

      rating 8/10

      Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 5.

    1. Elementary School Teachers and Teaching with Technology

      This article will provide me insight into teaching with technology at the elementary school level.

      rating 6/10

      Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.

    1. Experiential Learning Theory as a Guide for Experiential Educators in Higher Education

      This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.

      -rating 8/10

      Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

    1. Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

      -I will download the full article through EBSCO.

      -This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.

      -rating 8/10

      Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.

    1. Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

      -I will download the full article through EBSCO.

      -This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

      -rating 7/10

      Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.

    2. Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

      -I will download the full article through EBSCO.

      -This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

      -rating 7/10

    1. Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

      -I will download the full article in EBSCO.

      -This article will provide me with insight into whether the use of technology in higher education classrooms is effective.

      -rating 6/10

      Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.

    1. Teaching and technology in higher education: student perceptions and personal reflections

      -I will download the full article through EBSCO.

      -This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.

      -rating 7/10

      Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.

    1. Teaching with technology in higher education: understanding conceptual change and development in practice
      • I will download the full article through EBSCO.

      -This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.

      -rating 6/10

      Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.

    1. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

      -I will download full article in EBSCO.

      -This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.

      rating 7/10

      Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.

  2. Mar 2021
    1. Here are some tips on how you can apply your knowledge of adult learning theory to inspire your learners.

      This resource discusses six different learning theories for adult learning and how to use them in your practice. This can be used for professional development and help you find a solution on which theory you can use that will fit your learning environment. Rating: 8/10

    1.  Social constructivist, connectivism, and transformative learning theories all have components of building communities through dialoguing, discussing, and reflecting to allow learners to develop deeper understandings and gain knowledge.

      This resource discusses the emerging theories and online learning environments for adult learning. It discusses how to create online learning environments for adults, the students roles and how the instructors should be trained. Rating: 8/10

    1. Technology and Innovation in Adult Learning

      This book discusses technology and innovation in adult learning. The different chapters go more in depth on how technology is a new foundation for learning, how scaffolding is an essential skill, discusses andragogy and different e-Learning models. Rating: 8/10

    1. Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics.

      This resource is a research article about how constructivism can be used for adult learners in online learning environments. It also provides guidelines for using the constructivist approach in online learning for adults. Rating: 10/10

    1. The adult learning theories of andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience point to five principles for designing instructional activities for adult learners.

      This resource discusses how developers can create digital learning opportunities for adult leaners. It discusses andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience. Rating: 9/10

    1. Technologies with the potential to support literacy development in adults and adolescents are rapidly emerging and becoming more affordable.

      The chapter in this book discusses technologies that support adult literacy. Using technology in adult education and using new approaches will have its benefits when it is better understood and can enhance instructional approaches. Rating: 7/10

    1. Instructors and programs in adult education and literacy classrooms face challenges with technology integration due to minimal internet and mobile phone service availability,and limited financial support for professional development.

      This article discusses the challenges that instructors can face in adult education due to minimal internet and limited professional development. Rating: 5/10

    1. In this section, we provide ideas on how you can use the technology you have more effectively in the teaching and learning environment. We recognize the challenges adult education settings have with uneven technology infrastructure (to say the least); however, there are ways to be creative, and we hope to inspire you to try out some of these ideas.

      This resource helps adults use technology more effectively in a learning environment. This provides strategies on how to use technology and make it enjoyable. Rating: 10/10

    1. Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.

      This resource will help with my coaching/professional development on how teachers can effectively use technology in their classroom. It discusses how to integrate technology, the importance, and how to use it. Rating: 6/10

    1. But, innovative, technologically advanced learning environments still benefit from a solid foundation in adult learning theory, instrumental theories like John B. Watson's Behaviorism, Lev Vygotsky's Social Development Theory, Jack Mezirow's Critical Reflection and John M. Dirkx's Nurturing Soul in Adult Learning. These theories should serve as the foundation for an enriched online learning experience.

      This resource gives a description of foundations in adult learning theory, discusses behaviorism, social development theory, and critical reflection. Knowledge in these theories can help set a foundation for an enriched online learning experience. Rating: 7/10

    1. The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies.

      Study that describes learning strategies for adults to use and to engage in an online auction process. The findings can be great for researching learning strategies for adults.

  3. Nov 2020
    1. An Agile Framework for Teaching with Scrum in the IT Project Management Classroom

      Rush, D. E., & Connolly, A. J. (2020). An Agile Framework for Teaching with Scrum in the IT Project Management Classroom. Journal of Information Systems Education, 3, 196.

  4. Oct 2020
    1. Accordingly, our results strongly suggest thatonlineinstructionin keyintroductorycollege-level courses, at least as currently practiced, maynot be aseffectiveasface-to-faceinstructionat2-yearcommunitycolleges.

      According to a study done across all Virginia Community Colleges, students who signed up for gatekeeper courses (basic English and Math) online did less well in those courses than did their peers who took the same classes in person. There was a higher attrition rate in the online classes as well. Students who came in with good GPAs tended to do well in online courses, but those who were struggling with academics did worse than they probably would have in person. Many statistics are included. 9/10

    1. Higher education institutions need to address these challenges, and technological tools — even some surprisingly simple ones — can go a long way toward enhancing the college experience for older students, says Brian Fleming, executive director of the Sandbox ColLABorative at Southern New Hampshire University.

      Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10

    2. Technology Can Help Adult Learners Get the Most Out of Higher Ed

      (Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10

    1. Online learning environments have a promising future for researchers, practitioners, and learners. However designing and developing more effective and efficient online learning environments is possible with ongoing research and development. This paper offers four research goals and matches four existing methodologies to improve student outcomes in online learning environments defined as learner achievement, engagement, and retention.

      The authors outline four general research goals, and then go into detail on some of the questions that should be researched within those areas. They then suggest four methodologies to use in designing students to research those questions: formative, developmental, and experimental research and activity theory. All of these could help include online learning in terms of learner achievement, engagement, and retention. 9/10

    1. Technology integration has also been shown to help create more authentic learning environments where the students are more motivated to attend, have a greater chance of communication and collaboration and have more opportunities to use higher order thinking and problem solving skills connected to real world applications (Fouts, 2000) This has led some to believe that new theories in learning needed to be developed that would help to support the creation of such learning environments. The three emerging theories discussed in this paper all possess the ability to support the creation of such learning environments.  They all support the idea that learning is through action.  They all support that cognition happens through communication and collaboration with others.  They all support the use of technology to help in the creation of such learning environments. It is through these new theories that learning environments, which support the development of these higher-level learning skills, can be created.  

      This appears to be a paper written by an upper-level undergraduate (based on the writing), describing the importance of technology in 21st century education and describing three cognitive theories, all requiring collaborative learning, The author highlights the importance of student engagement through technology, which students like, and assumes its importance in the workplace. 5/10

    1. Research about adults as learners can inform the design of effective digital learning experiences. Although there is no one principle that can be applied to all adults, the design principles outlined here are based on five of the prevailing theories about how adults learn: andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience.

      This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10

    1. Faculty need to focus on learning theory in the design of instructional technology so that they can create lessons that are not only technology-effective but that are meaningful from the learner’s standpoint.

      Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10

    1. JVER v29n1 - Analysis of Technology Integration in the Teaching-Learning Process in Selected Career and Technical Education Programs

      This looks at the application of technology in career and technical education programs for adults. It looks at how and how often technology is used in these programs. 8/10, interesting and focused on technical education unlike most articles.

    1. Technology planning: A roadmap to successful technology integration in schools

      This article talks about why, when institutions have prioritized and invested a lot of money in teaching adults to utilize technology in the classroom, there are very little successful instances of integration of technology in classrooms. 5/10, not particularly interesting to me and targeted towards a specific group of adult learners.

    1. TECHNOLOGY ADOPTION IN HIGHER EDUCATION: OVERCOMING ANXIETY THROUGH FACULTY BOOTCAMP

      This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

    1. DEVELOPMENT ARTICLEA systems-based approach to technology integrationusing mentoring and communities of practice

      This article presents a model of technology integration at the system level formed around mentoring. It focuses on effective methods of teacher professional development in the area of technology integration and discusses overcoming various obstacle teachers face during adult learning/ education. 6/10, very narrow focus of adult learners.

    1. TECHNOLOGY INTEGRATIONTHROUGH PROFESSIONAL LEARNING COMMUNITY

      This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.

    1. Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

      This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.

    1. Language Research Bulletin,32, ICU, TokyoAndragogy in the 21st century: Applying the Assumptions of Adult Learning Online

      This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.

    1. A Comprehensive Exploration of Technology's RoleIin Adult Learning

      This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.

    1. Pre-service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms

      This article looks at yet another new technology that has the potential to revolutionize the adult learning field. It examines the results of teaching educators about digital game design for technology integration. It looked at integrating this technology into science classrooms in particular. 9/10, very interesting new technology with lots of potential implications in the adult learning field.

    1. Application of augmented reality technologies for education projects preparation

      This article is on the cutting edge of educational technology. It discusses the potential benefits of augmented or enriched reality in education. While this article focuses on studies conducted using teaching practices in a college classroom with college students, it is reasonable to assume that this technology would have great potential for adult education too. 9/10 extremely exciting and interesting potential future technology for adult education.

    1. Teaching, Technology, and Teacher Education During the COVID-19 Pandemic:

      This article (or at least the section of it presented here) describes one institutions 5-phase model of virtual learning . It examines the state of teacher preparation and professional development in terms of technology and determines that while progress is being made, it is slow and needs to be implemented and focused on more. 4/10, the article itself is not great but it does include an extensive list of references that may be of use later.

    1. Integrating academic and everyday learning through technology: Issues and challenges for researchers, policy makers and practitioners

      This article examines the potential to connect academic with knowledge learned through life and career experience using technology and other traditional methods. Challenges and best practices are presented and all levels of individual and institution are included in the discussion. Rating 8/10. Very interesting idea and cool how many levels of organization are included.

    1. Toward a Future Adult Learning Community: If Sacra tes Had a PC. .. Toward a Future Adult Learning Community: If Socrates had a PC ...

      In this article both socratic and invisible integration approaches of technology in adult education are examined in an effort to propose a framework for future adult learning communities. Rating is 2/10, this article is much older than anticipated (somehow snuck through the date filter) and was rather outdated given how much technology has changed.

    1. Adapting adult learning theory to support innovative, advanced, online learning - WVMD Model

      This article details how to build an innovative online learning environment using methods based on influential adult learning theories. These theories include Social Development Theory, Behaviorism, Critical Reflection and Nurturing the Soul. 10/10, many theories throughly discussed.

    1. According to research [e.g. 6, 7, 9, 10], many games aimed at health promotion do work, but still there is not enough evidence to conclude definitely what kind of design principles work for what purposes. Traditionally the research literature in health games does not describe which game design methodologies were used.

      This article looks into gaming that promote health. The games is reviews are for both adults and kids. It discusses the user feedback and what could be done to make the games more engaging.

    1. Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments 

      Nygren, H., Nissinen, K., Hämäläinen, R., & Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759–1770. https://doi.org/10.1111/bjet.12807

      The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.

      https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=tfh&AN=138139297&site=eds-live&scope=site&custid=uphoenix

    1. Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned

      In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10

    1. Using wikis for collaborative learning: Assessing collaboration through contribution

      Through a study of freshman students, the author aimed to determine the success of the Wiki for collaboration. Results revealed variances in learner responses and use of the tool. Lack of use was explained by individual barriers (family, social, work) and system barriers (wiki design). The authors conclude that for the Wiki to be an effective, collaborative tool, additional resources must be provided to the learner, and the Wiki must be meaningful in its design to foster that participation. 7/10

    1. Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

      Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10

    1. Wiki Use that Increases Communication and Collaboration Motivation

      (Click on download full text to read.) Through a cooperative learning assignment, University students responded to a case study that implemented use of a Wiki. Results demonstrate that Wiki is an effective communication and collaboration tool (access, structure, versioning) for all individuals (introvert, extrovert). Recommendations and considerations for use in the learning environment were provided. 6/10

    1. 37Integrating Technologyinto Adult Learning

      Article explores the uses of technology and offers approaches to integrate technology into adult learning. It covers technology as curriculum, delivery mechanism, a complement to instruction, an instructional tool, among others. The benefits and limitations of each are also discussed. Rate: 8/10

    1. How To Make Online Corporate Learning Fun During Lockdown

      (Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)

    1. Technology Use and Integration in Adult Education and Literacy Classrooms Classrooms

      Article on challenges in technology integration such as issues with internet, mobile phone service, as well as financial. Rate: 6/10

    1. 10 Active Learning Methods for Super Engaged Corporate Learners

      This article reviews the concept of active learning and its need in today's workplace training. Ten strategies to promote active learning via technology are discussed (collaborative virtual classrooms, mind mapping, brainstorming, scavenger hunts, role play/simulation, problem-based learning, discussion boards, teach back, jigsaw technique, flipped classroom, game based learning). This is a good resource for active learning strategies. (5/10)

    1. E-Learning Implications for Adult Learning

      (Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)

    1. Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments

      (Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)

    1. Technology to Promote Adult Literacy

      Chapter on technology to promote adult literacy which explores types of technologies available for teaching adult learners. There is a discussion on why and how such tools could improve adult learning as well as an approach for instructors. Rate: 8/10

  5. images.pearsonassessments.com images.pearsonassessments.com
    1. Technology in Action: The Role Technology Plays in Adult Basic Education, General Educational Development, English as a Second Language, and Workforce Development

      This article examines technology's role in adult education starting with the history of literacy and literacy and technology. Various methods of integrating technology are offered. Rate: 7/10

    1. Using adult learning principles in technology trainings

      Discusses the characteristics of adult learners such as how they use past experiences, are goal-oriented, are self-directed, among others. Rate: 7/10

    1. Practical Applications of Technology Integration in the Adult Education Classroom

      This article discusses ways to integrate technology into classrooms for adult learners. It goes over various resources and the experiences with resources such as the Technology Integration Initiative, Google, and others. Rate: 6/10

    1. TECHNOLOGY TO REACH NEW LEARNERS:SERVING THE UNDERSERVED

      This document discusses how investments in technology can accelerate adult learning. Technology reaches further that before and can extend learning and provide differentiated instruction.

    1. Integrating Technology

      Site to access resources for state adult education staff and provides articles and various resources in a collection or state resources. Information on instructional strategies, digital strategies, engaging adult learners, technology for adult education, etc. Rate 7/10

    1. Technology and Adult Students In Higher Education: A Review of the Literature

      Article explores technology usage among adult learners in higher education and how to optimize learning outcomes via tech tools in these settings. The author addresses educational/instructional design and the need for instructors to modify traditional approaches. Rating 6/10

    2. Description: This article begins with a thorough analysis of adult learners and andragogy. The author gives both the positive and negative reviews of andragogy before delving into the technology advancements of this era. The authors discusses social medias effect on society and education before writing about andragogy and technology together. Finally, he ends on the integration of technology and gives examples of effective usage of technology in adult education.

      Rating: 7/10

      Reason for rating: The information presented is well thought out and supported with citations. Yet, the text is difficult to understand at times and repeats ideas.

    1. The Wired Classroom: Leveraging Technology to Engage Adult Learners

      Interesting article discussing how innovative uses of technology can be used to engage adult learners. Author discusses social media platforms (Twitter), simulations, and how to leverage an LMS. Rating 3/10

    1. Impact of technostress on academic productivity of university students

      Articles explores implications of technostress on the productivity of university students (18-28). According to the authors, increased use of technology (MOOCs, digital exams, etc.) have negative repercussions, such as technostress - developing from the need to develop ICT skills. Rating 7/10

    1. Description: The article describes four pillars when integrating technology into an educational setting. The four parts are the implementation models such as blended or supplemental, reflecting on using data to drive technology integration, creating a technology rich infrastructure, and supporting the instructors. In each of these pieces, the author outlines best practices and other recommendations.

      Rating: 10/10

      Reason for rating: This article specifically discusses adult learners and technology integration. It gives practical advice which is easy to understand and follow. The information is supported through infographics and bullet point lists to help readers firmly understand the main points of the document. Additionally, the text uses many credible sources to support their theories and claims.

    1. 10 Ways Great Business Leaders Use Technology

      Article discusses the need to be forward thinking in business with regard to technology adoption. Lists characteristics of business leaders that understand the potential of technology to catapult efficiency. These are: (1) not afraid of change (2) capitalize on Cloud technology as time- and cost-saving resources, use mobile strategies, harness social media, integrate tablets, use telecommuting, understand online marketplaces, prioritize security, and automate marketing. Rating 2/10.

    1. Adult Learners Come to Campus with Unique Technology Needs

      Technology presents change. As such, workers are returning to campuses to learn new skills. Higher ed settings can support these students by involving them in convos about technology adoption at an enterprise level, educating instructors on improved tech accessibility, and using technology as a problem-based solution. Rating 7/10.

    1. Features and characteristics of problem based learning

      The problem based learning (PBL) strategy is defined. The strategy is defined as an iterative process with specific goals (knowledge, problem-solving skills, self-directed skills, collaboration, motivation for learning). The authors go on to describe the advantages, disadvantages, limitations, and considerations for the use of PBL. Integration of technology allows for new opportunities in education and training across disciplines. (7/10)

  6. nevadasadulteducationcommunity.wdfiles.com nevadasadulteducationcommunity.wdfiles.com
    1. Integrating Technologyinto Adult Learning

      The author discusses four strategies (curriculum, mechanism, complement to instruction, instructional tool) for integrating technology in adult learning, their advantages and considerations. The use of any method will require changes to a curriculum, learning environment, and learner and educator roles. Therefore, technology integration should be done purposefully. 7/10

    1. Project Based Learning to Develop 21st Century Competencies

      In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)

    1. An Evaluation of Problem-based Learning Supported by Information and Communication Technology: A Pilot Study

      (Under "Viewing Options", select PDF.) In this article, Ernawaty and Sujono (2019) summarize results of a study funded by the Research and Higher Education Directorate of Indonesia. The study aimed to evaluate the cogency of information and communication technologies (ICTs) in problem based learning (PBL) and traditional teaching methods (TTM) based upon learner test scores. The concepts of PBL, TTM, and implications of ICTs are briefly reviewed. Results of the study revealed that PBL with the support of an ICT yielded the highest test scores. (6/10)

    1. Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy

      Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10

  7. Mar 2020
    1. Resources for Closing the Digital Divide

      This website hosts numerous resources to aid educators in their attempt to close the digital divide that alienates a certain socio-economic demographic of students and limits their ability to succeed in school. The website first lists hyperlinked articles to help educators understand the state of the digital divide, then lists hyperlinked articles and resources to help take action to improve the digital divide and close digital learning gaps before supplying links to articles and resources that can help instructors develop media and digital literacy within their respective classrooms. This would be an incredibly helpful website for any instructor who is looking for background information on and resources by which to close the digital divide. Rating: 9/10

    1. Emerging Theories of Learning and the Role of Technology

      This article discusses the social changes introduced by new technologies and how educational environments are trying to prepare students to enter a technologically advanced workforce through integration of technology with curriculum. The author challenges traditional theories of learning by discussing how cognition is situated in the digital, 21st-century learner, and that technology integration should focus on the importance of community within learning environments. Although the article challenges the traditional ideas of technology integration, it fails to provide actionable ways in which educators could infuse technology into their own curriculum. Rating: 6/10

    1. Technology Integration: Connections to Educational Theories

      This article, written by five instructors at the Ohio State University at Mansfield (OSU-M), explores the ways in which OSU-M has integrated technology into their curriculum as well as the pedagogical reasons behind the integration. The article begins with a background introduction into the campus of OSU-M and its student population before explaining the required technology courses students in their teacher education program experience based on ISTE standards. Next, the article outlines six criteria the university used to develop its technology curriculum and discusses their use of developmentally appropriate practice, integrated curriculum, literature-based instruction, classroom-based inquiry, and diversity and equity. This article could serve as a practical, although dated, model by which adult educators could begin to construct a method of integrating technology into their curriculum. Ranking: 4/10

    1. At the Intersection of Technology and Pedagogy: considering styles of learning and teaching

      In this article, Gibson analyzes the use of educational technology through the lens of learning styles of students as well as through learning environments, including those that are teacher-centric and those that are student-centric. The article also discusses the differences between technologies that simply make the work already being done in classes easier to do and those technologies that fundamentally challenge pedagogy to evolve towards a more constructivist ideology.The author further explores external social and political pressures to increase technology integration in the classroom, but warns that not all integration is constructive integration. Although the article discusses many approaches to technology integration, it fails to include concrete steps that educators might take to include technology into their curriculum. Rating: 6/10

    1. Research in Educational Technology

      This textbook, published by the Oklahoma State University Library ePress, contains a chapter which summarizes the main views of knowledge in educational technology research, including postpositivism, constructivism, advocacy, and pragmatism, as well as each view's research traditions. The chapter suggests an approach to evaluating research articles through the lenses of a consistent learning theory coupled, methodologies that support that learning theory, and the conclusions that are drawn by the researchers supported through their methodologies. This chapter would help educators evaluate how and why they might include technology into their course curriculum. Rating: 7/10

    1. Technology Integration in Schools

      This article focuses on the lack of technology integration by K-12 educators into the curriculum itself based on the evaluation of the amount of access to educational technologies by both teachers and students, how often these technologies are used for instructional purposes, and how that technology is used to facilitate learning by students. The article goes on to discuss ways in which access to educational technology has been increased through one-to-one computing initiatives which has produced mixed results and open educational resources which suggests that educators produce learning materials without compensation. Next, the article suggests ways to increase instructional technology use through professional development in which teacher skills are developed using technology, collaborative environments used to increase holistic teacher engagement, and mentoring to improve teachers' attitudes towards technology implementation. Finally, the article discusses ethical issues surrounding technology use including academic dishonesty, accessibility, and ethical use behaviors.The author concludes with a set of needs in order to bring about effective use of educational technology which include pedagogically sound practices, personalized instruction, assessment, and change at the systemic level. This article provides a very well-rounded view of the challenges and affordances that educators face when considering how to integrate technology into their curriculum. Rating: 8/10

    1. Characteristics of Adult Learners With Implications for Online Learning Design

      To view this article, click "Full text." This article first discusses characteristics of adult learners before addressing the ways in which online learning design should be influenced by the adult learning theories of andragogy, self-directed learning, experiential learning, and transformative learning. By comparing the characteristics of adult learners and the ways in which the theories do or do not address those theories, the author suggests ways in which the characteristics of an adult learner should be used to develop a more holistic approach to developing online learning environments. Although the author doesn't include practical application, it is one of the few articles that expresses a need to combine multiple theories into one design approach. Ranking: 6/10

    1. Handbook of Adult and Continuing Education

      Although only a preview of this textbook is available for free, the amount of historical research included is incredible. The chapters cover a diverse range of topics that are still being discussed today and demonstrate the ideological underpinnings of many modern issues. Published in 2000, the conversation about technology integration in adult learning has moved far beyond the scope of this book, but it could certainly serve as an underpinning of many of the issues that are still being discussed and developed upon today. Ranking: 5/10

    1. Integrating Technology into the Classroom: Eight Keys to Success

      To view this article, click "Full text." This article focuses on the author's perspective of the primary concern in technology integration in educational environments - the instructor. The authors discuss the eight barriers that teachers create when trying to integrate technology: fear of change, training, personal use, teaching models, learning theories, educational climate, motivation, and support. Although the advice is practical, it is extremely rudimentary, created eighteen years ago, and does not address the more modern concerns of integration of technology in adult educational environments. Ranking: 3/10

    1. A Paradigm Shift: Technology Integration for Higher Education in the New Millennium

      To view this article, click "full text." The article discusses a paradigm shift for educational technology at a time when distance learning first started growing across the United States. Initially, institutions of higher learning were driven by technology integration standard mandates as well as competition from other institutions, but eventually the shift normalized with federal funding. The author discusses barriers to technology adaptation, focused on teacher training, before describing characteristics of the distance learner and distance teacher. Although the article may have been relevant for its time, twenty years later it serves more as a grounding article for when educational technology first began to take rise, the considerations and limitations that were addressed, and the way that technology integration in classrooms has still not realized the potential envisioned by its early adopters. Rating: 4/10

    1. Integrating Technology in the Adult Education Classroom

      This website offers an online course regarding the purposes, guidelines, and implementation of integrating technology into adult learning environments. Additionally, the course offers examples of ways to integrate that technology. Rank: 7/10

    1. Resources for Technology Integration

      This webpage hosts numerous links to help educators understand the current challenges and successes of technology integration into the educational environment. Additionally, there are resources broken down by grade level and a list of additional resources on the internet for a wide range of general and specialized learning environments.

    1. Resources for Technology Integration

      This webpage offers a wealth of links to understanding current elements of technology integration into various classrooms, links to the Center for Applied Research in Educational Technology, as well as a link to resources for technology integration which provides useful tools that teachers can begin to deploy immediately. Ranking: 9/10

    1. ISTE Standards Transform learning and teaching.  

      This section of the ISTE website offers paid resources that educators can access to improve their own understanding of the ISTE standards as well as practical ways to implement those standards in their classroom integration of technology. Rating: 6/10

  8. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

    1. Training and Development Policy Wiki

      This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

    1. Using Technology to Enhance Teaching & Learning

      This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

    1. Empowering Education: A New Model for In-service Training of Nursing Staff

      This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10

    1. Digital Literacy Initiatives

      This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

    1. 1Engaging Adults Learners with TechnologyThrough

      Instruction Librarians from the Twin Cities Campus Library created this instructional gudie as a workshop for implementing technology for adult learning. First, the authors describe key characteristics of adult learners as identified in the theory of andragogy. Examples of these characteristics include the need to know, learner responsibility, past experiences, and motivation to learn. The authors then suggest instructional practices and activities to meet the needs of adult learners, Finally, they provide examples of technology tools for effectively engaging adult learners. Rating 10/10

    2. Designed to be used in a workshop setting, the content provides an understanding of adult learning theory and it's application of best practices in both face to face and e-learning environments. Participants are provided a list of web tools to facilitate learning.

      6/10: the format is bit difficult to access out of context

    1. ISTE Standards Transform learning and teaching.

      This resource is the website for the International Society for Technology in Education (ISTE), which serves educators and professionals in the implementation of technology in education. The site provides open access readings, learning guides, and membership material for educators' development with technology. You can also find ISTE Standards for teachers, students, technology coaches, and educational leaders/administrators. These standards serve as the skills and knowledge each group should obtain for effective teaching and learning with technology.

    1. Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

      This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

    1. E-Learning Theory (Mayer, Sweller, Moreno)

      This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

    1. Learning Domains

      This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

    1. In the text "10 Current and Emerging Trends in Adult Education," ten current trends are briefly reviewed. Among these are the emphasis on effort, growth, and social-emotional learning. In terms of technology, real-life simulations and AI are being used to better prepare learners for their professional encounters and responsibilities. In terms of what is on the horizon for adult learning, one can expect mastery to be emphasized rather than degrees. As a result of the information economy, it is expected that income inequality will grow and thus advocacy for adult learners and continued opportunities for working adults to grow will mitigate the negative consequences. Rating: 7/10

  9. www-chronicle-com.libproxy.nau.edu www-chronicle-com.libproxy.nau.edu
    1. Technology

      This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10

    1. Hodson relates specific examples of effective technology integration in her classrooms. Although she acknowledges the apprehension both instructors and learners feel, she argues that the benefits outweigh them.

      7/10

    2. Twitter offers two distinct benefits to engaging learners. First of all, it allows learners to respond to classroom discussions in a way that feels right for them, offering shy or introverted students a chance to participate in the class discussion without having to speak in a public forum. Secondly, it allows students to continue the conversation after class is completed, posting relevant links to course material, and reaching out to you (the educator) with additional thoughts or questions.

      The article explains how social media, student learning through digital experience, and Learning Management Systems can be beneficial to the learner/student. Article Rating: 3/5

    1. Although not specifically geared toward adult learning, the article includes valuable insight into the role technology can play in non-profit organizations. Boles's focuses on how non-profit organizations can enhance their work integrating technology into three key areas: service delivery, fundraising, and outreach. Of particular interest are the sections on barriers to integration and how to overcome them.

      7/10

    1. The authors present a study that compared face to face and hybrid instruction in graduate classes for counseling students. The results indicate that using technology, including web tools to facilitate instruction, improved test results in a small sample of students.

      8/10

    1. Flores examines the current research as it relates to distance learning. She explores technology integration and learning theory. Throughout, she stresses the importance of professional development for instructors to equip them to provide quality distance education.

      10/10

    1. The authors detail their development of a professional learning community to advance technology integration at Nova Southeastern University. After a literature review of the key components of online learning, they discuss the method of implementing the PLC and the major outcomes and then offer recommendations for starting a PLC within institutions of higher ed.

      10/10

    1. Thomas and Gilbert offer a literature review of current technologies available to improve athlete performance. They provide a brief theoretical foundation for the technologies and how they can be sued to improve athletic and personal performance.

      8/10

    1. The study examines uses of mobile technology, namely cloud computing and self assessment, to improve nursing instruction. The authors evaluate mlearning environments and the potential barriers to their success.

      9/10

    1. Coffey argues the effectiveness of online literature discussions in the elementary classroom. Addressing both synchronous and asynchronous environments, she suggests that computer-based discussions can enhance understanding of literature and promote community within the classroom.

      10/10

    1. This manual, published by Hanover Research, outlines theory and practice of technology integration in the K-12 classroom and provides key strategies for professional development to equip teachers to successfully integrate technology.

      10/10

    1. The authors present the benefits of coaching in professional development for educators in today's technologically advanced classrooms. Of particular interest is the explanation of the different methods of coaching: executive, coactive, cognitive, and instructional. They suggest that coaching provides more successful outcomes than single workshops and stress that finding the correct method for each situation and organization is crucial.

      10/10

    1. Davis and Curry stress the importance of tech coaches in schools to help instructors integrate technology effectively. They present key factors to consider when using tech coaching, including the importance of having a clear plan and defined roles.

      8/10

    1. To optimize learners' experience and the efficacy of learning outcomes, instructors need to consider how technology can offer approaches better suited to adult learning.

      This website from University of Arizona provides a list of trends and issues in learning technologies

      Rating 9/10

    1. Teaching and learning methods: opreparing for teaching ofacilitating the integration of knowledge, skills and attitudes oteaching and learning in groups ofacilitating learning and setting ground rules oexplaining ogroup dynamics omanaging the group olectures osmall group teaching methods and discussion techniques oseminars and tutorials ocomputer based teaching and learning – information technology and the World Wide Web ointroducing problem based learning ocase based learning and clinical scenarios

      this website is consisted of available resources.

      Rating: 9/10

    1. a promising technology for decades that's never truly caught on. That's constantly changing with the current wave of VR products,

      PC magazine is a online compuer magazine, based on popular topics ranging form hackers to smartphones.

      Rating: 9/10

    1. As educational technologies, instructional design and online learning/content delivery platforms keep evolving, more learners with more needs and motives will be drawn to taking online courses – a growing demand that in turn will spur further improvements in technology and delivery.

      Educational Technology offers free articles with sources.

      Rating: 5/10

    1. From Peg Cheechi, an instructional designer at Rush University: informing faculty members about the advantages of working with experts in course design.

      The Chronicle of Higher Education is a website and newspaper informing students and faculty of college affairs and news.

      Rating: 9/10

    1. This book is current from 2015 and is one stop shopping for technology integration in schools. Integrations and Blooms taxonomy theory, ISTE standards, pathways (yes, it is still a slow process), understanding about classroom set up when using technology and learning theories, online, web 2.0, teacher resources, multilingual tools, different screens, digital cameras, and COPPA, Privacy, and Copyright laws. If you are looking for a job in technology integration in schools this is a must read and resource manual. rating 10/10

    1. This ebook talks about autism and the college student. It is the responsibility of colleges and universities to accommodate people with disabilities including those with autism. If a child has an IEP in most cases he can expect to receive the same or adequate accommodations. Some assistive technologies that universities can offer are computers, Live Scrib smart pens, calculators, Dragon Voice recognition software. The importance of knowing and understanding that there are a wide spectrum on the autistic scale means that with assistive technology an entire door is open to people that can lead to more independence and positive contributions to the world. For reference pages 12, 16, and 19 directly discuss AT. Score 9/10

    1. This is an interesting article for assistive technology in adult literacy as you can listen to it like a person with LD would. Initially, it was beneficial, but load times and generic voice are challenging for me, but I am not used to using the AT device. Also interesting is the lack of study on the matter of LD in adult literacy, and therefore this study is really "surveying the gaps." Sadly, what we do know is that minority LD students rates for graduation are lower than whites with LD, and that the dropout rates are higher as well. LD students access to AT may be key to understanding the dynamics of graduation and drop out rates in addition to literacy. A proven solution is small group tutoring with AT as it can be empowering and enabling LD students to learn.

    1. This article studies assistive technology and website courses the usage, extent of use, and patterns of 964 students with and without LD. The study showed that student's with LD accessed their online classroom more times than students without LD. In addition, LD student's posted more messages in the classroom, understand better how to use the classroom forum, and assistive technology. The study used the Hope Scale and the Subject of Well Being Scale through questionnaires where in both the student's scored higher than those without LD. I like the article, easy to understand and not complicated. 8/10

    1. This article discusses the narrowing gap between asisstive technology and instructional technology. Assistive Technology are strategies (although techniques in another article) used by learners with disabilities to overcome adversity in their education. Many of the technologies used in school today also assist those with disabilities. This is exciting because as technology grows people that have trouble reading printed material, or understanding material can use computer devices to read, learn, and understand.

    1. This web page can be used in many ways because it has theories from the old to new in education and technology, and from institutions to working environments, and military. You will find George Bush, Steve Jobs, and Seymour Papert from MIT, just to name a few.

      It is really nice to see new and not so new perspectives of people that do not provide learning theories, but combine learning theories with technology, which to me is relevant for today's educators and learners. 5/10

    1. This article offers insight to technology integration for adults in Arizona. Recognizing the importance of technology in education, Arizona has put together a plan on integration for adult education. Using trends, understanding challenges, devising strategies to meet those challenges now and in the future, and meeting the expectations of how a successful learner is defined are a part of this plan for Arizona. It starts with a vision and three goals for Arizona. From there the goals and trends are implemented in short term, mid term, and long term goals over five plus years. With expecting challenges they are able to address them head on and use innovative practices. 8/10

    1. The text "Adult Learners Come to Campus With Unique Technology Needs" illustrates the barriers to learning that surround a learner's experience with technology. Author David Hutchins suggests having inclusive discussions with diverse sets of technology users to best determine their needs, issues, and reasonable solutions for support. Multi-level support for multiple generations of learners includes the instructors, administration, and IT teams that work together to improve education via technology. Embedding links throughout the text re-direct the reader to valuable resources for further review. Rating: 7/10

    2. Hutchins addresses the need for institutions of higher education to meet the growing population of adult learners who are returning to school to gain relevant professional skills. The three recommendations are solutions-focused and practical.

      7/10

    1. Section 508 compliance is discussed to support instructors knowledge of section 508 and how to begin the process of ensuring instructional content is 508 compliant. Section 508 of the federal Rehabilitation Act governs access of media to all persons whether they have a disability or not. Including captions, audio description, and accessible video players are vital to compliance. Compliance with 508 is necessary given that data that illustrates the percent of employees that have need for accommodations to support their learning. This brief article seems highly related to Universal Design of Learning. Rating: 10/10

    1. Leaders must weigh the pros and cons of using time, a valuable resource, to teach new technologies to faculty, and, further down the line, for faculty to teach to students.

      The article focuses on the topic of how some adults are being challenged by new technology. Although the new technology has some exciting new features to assist teachers these days. Technology today is different and adult learners are faced with difficulty in trying to use it. The author expresses the four cognitive levels of knowledge (unconscious not knowing, conscious no knowing, conscious knowing, and unconscious not knowing). Not only is it difficult for the learners but it is difficult for the teacher to implement technology into curriculum. In this article, different types of technology has been researched to determine what type is good for adult students. Rating: 4/5

    1. the younger educators are more inclined to use technology to enhance learning. It can be very time consuming and because of this many enthusiastic educators fall by the way and refuse to preserve with the task of using technology in the classroom.

      This author of this article discusses the topic of how some teachers are comfortable with their form of teaching with no technology in their curriculum or their classroom. The author expresses that technology promotes changes in behavior and grasping teaching skills. The use of technology in the classroom is a good tool for the students. Rating: 4/5

    1. ABE includes programs thatprovide instruction in reading, writing, math, communications, and other basicskills as it prepares these students to take the General Educational Development(GED) exam.

      The article was great resource for the topic for technology and how it is being used in the classroom, specifically in basic skills (reading, writing, math, and communication) that assist the student to take the GED exam. The article expresses on the topics of the impact of technology, technology integration, technology barriers/anxiety, the need for the study, and the research results. Rating: 4/5

  10. nevadasadulteducationcommunity.wdfiles.com nevadasadulteducationcommunity.wdfiles.com
    1. The uniqueeducational benefits as well as limitations of the four approachesare technology as curriculum, as delivery mechanism, ascomplement to instruction, and as instructional tool.

      The article expressed the topic of technology in adult learning. The author described on the topics and provided the benefits and limitations of the following five topics: Technology as Curriculum, Technology as Delivery Mechanism, Technology as a Complement to Instruction, Technology as an Instructional Tool, Choosing and Using the Different Approaches. Rate 4/5

    1. Although educators may use technology for personal use, technology may not be used to supportlearningor prepare students for thecurrent digital culture.

      This article focused on how K-8 and K-5 classrooms fail to use the technology in their classrooms. In the first section of this article, the author defines the problem and provides a conceptual framework for the problem. In the second section of this article, the author presents the research, data that was collected during the study, and the participants that were involved. In section three, the project description and the projected goal was shared. Along with the literature that was reviewed, obstacles that were encountered, evaluation, and changes that were made to change the predicted outcome. The last section, section four concluded with the strengths, limitations, other approaches that were encountered during the project. The project closed out with the analysis, changes that effected the project/social change, and future research. Rate: 4/5

    1. Faculty must spend time learning how to use the technology and ensuring that adequate institutional support is present to make the technology work.

      This article reflects on how technology is incorporated into adult learning (Androgogy). Which is explained by using the six assumptions and their implications for technology-based instruction (The Learners Need to Know, The Learner’s Self-concept, The Role of the Learner’s Experience, A Student’s Readiness to Learn, The Student’s Orientation to Learning, Students’ Motivation to Learn. Rate: 3/5

    1. The Digital Promise article presents four major factors to consider when implementing technology for adult learning purposes. The factors include flexibility and benefits of blended learning, data use to support development of instruction, environments with diverse technology available support various learners, and allow the instructor's role to change to meet learner needs. Issues related to each factor are shared and suggestions for resolutions are provided. Rating: 7/10-a good resource for introduction to factors and issues in adult learning via technology.

    1. The article emphasizes the term technology and pedagogy. The author explains learning environments, learning styles, how technology impacts pedagogy, and how technology is good for students. Rating: 5/5

    1. New technologies make it possible for students to tailor their course schedules, online classes, and brick-and- mortar learning venues to attain targeted degrees.

      With society and technology always changing. Learning new technology is key to getting ahead in higher education. Rate: 3/5

    1. Technology helps change the student/teacher roles and relationships: students take responsibility for their learning outcomes, while teachers become guides and facilitators. Technology lends itself as the multidimensional tool that assists that process.

      5) This article defines the importance of having technology in the classroom and how it is used to improve the skills/minds of students. It includes activities and other resources to assist the reader.

    1. Some of our adult-ed students take their courses virtually, with students checking in with teachers via Skype or by email, but a majority spend at least some time in a classroom.

      This article expresses how learning can be taught using the internet and one does not have to be in class to learn.

  11. Oct 2019
  12. Apr 2019
    1. Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.

      Rating: 9/10.

    1. The article, published in Cornell University's React publication, is an overview of technology that is currently being used in the classroom. There is an overview of interactive abilities using these technologies and a conclusion that technology should always be used to enhance and not replace.

      Rating: 6/10. Short.

    1. This article is a breakdown from the U.S. Department of Education around the types of learning environments that exist in the technology arena. It provides examples of schools fulfilling these different environments and offers a collection fo additional resources.

      Rating: 9/10

    1. The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.

      Rating: 9/10.

    1. This journal article, written by Amaury Nora, who is currently the Dean for Research at the University of Texas San Antonio and Blanca Plazas Snyder who was pursuing a degree in educational psychology at the time this article as written. The author's bring an honest review of technology and include the benefits, the downfalls and they identify areas where more research needs to be conducted (especially around student persistence).

      Rating: 9/10. The article is informative and takes many perspectives. The only flaw is that when discussing technology in Higher Education, this article is from 2008, but it was also helpful to get the perspective from 10 years ago.

  13. Mar 2019
    1. This paper addresses the question about how today’s modern schools can prepare learners for the future in the age of technology. The response to this question is discussion around innovative learning environments that involve the use of technology. Technology has been a concern for the rapid change in the educational landscape and this paper aims to highlight transformation and innovation in relation to technology for teaching and learning. 9/10 for helpful diagrams and tables.

    1. This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning

    1. This article is about technology integration in the classroom and how to support teachers and schools during the process. It provides recommendations on how to handle distractions and the level of engagement that should be happening between peers. This article takes a deep dive into learning in general and how it prepares students for the real world. Rating: 7/10

    1. At a recent keynote speech (2016), Richard Culatta, former director of the Office of Educational Technology for the US Department of Education, noted that more than half of higher education enrollments for 2016 are nontraditional students.

      Reinventing higher education is essential for diverse learners. A study in 2016 found that more than half of higher education students are "nontraditional students." Meaning they need special accommodations. One essential accommodation of online learning is that students can watch or reread content multiple times if needed. This is in contrast to a traditional classroom where the lecture can only be heard once. Also, while text only information is not for everyone, it is still essential to blind students. But, alternatives such as slide shows must also be present. To add in more technology one must involve administration, staff and faculty before jumping in too quickly.

      Rating 6/10

    1. This article is for teachers and contains multiple resources about how to integrate technology into the classroom and the different types of technology integration. This article is full of examples and ideas teachers can use to facilitate technology in the classroom. Rating: 9/10 for use of examples and practical application.

    1. The use of digital technologies across the adult life span in distance education.

      Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.

    1. Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges

      From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.

      Rating 7/10

    2. bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1

    1. Educational technology professional development as transformative learning opportunities

      Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10

    1. 1Engaging Adults Learners with TechnologyThrough hands-on experience and reviewing the literature, two instruction librarians explore and model best practice

      This article comes from the Twin Cities Campus Library and discusses how to engage adult learners with technology. First, it looks at Kolb's learning model of instructional design which includes that adults must have applying, awakening, practicing and observing. It is also imperative to have hands on learning when it comes to technology. Rating 7/10

    1. Technology Starts with Professional Development and Training

      This EdTech article focuses on the fact that integration of technology MUST start with an emphasis on coaching and teaching teachers first. One district, Calcasieu Parish Public Schools has found that you must, "select technology that supports our learning goals rather than building curriculum around technology." and "We don't put technology into the classroom without first giving hands-on trainings to teachers." Because of the need to train teachers first, there is an entire section of this article devoted to how adults learn! However, this article simply talks about adult learning for educators and how professional development is best during the day to minimize stresses for teachers. Rating 6/10

    1. AMR in 120 Seconds

      This YouTube video is a quick overview of the SAMR model of instruction essential for universal design. "S" stands for substitution - New tech replaces old material but does not change text. "A" stands for augmentation - students work to complete a task such as on google docs. "M" stands for modification - tech is used to redesign part of task and transform learning. Ex. google docs comment feature provides instant feedback. "R" stands for redefinition - design and create new tasks. Ex. communicating across world through google docs, discussing it through google voice and recording it all as presentation. Rating 10/10

    1. Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search

      Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10

    1. Learning Technologies that Increase the Impact of Classroom Training

      Learning Technologies the Increase the Impact of Classroom Training stresses that with technology the classroom is no longer teacher-centered but rather a more active learning approach that meets the needs of more learners. Technology driven activities to include in teaching are create a blog or wiki, create a podcast or publish students work. All of these offer a great way to engage learners but have changed the environment for the learner significantly. Rating 8/10

    2. Learning Technologies that Increase the Impact of Classroom Training

      Training Industry published this article about some learning technologies that increase the impact of classroom training. These can include class-oriented webpages, multimedia presentations, and activities, as well as web-based scoring systems and supplements. For instance, learners could collectively create a blog or a webcast and use those tools to communicate with each other to help facilitate learning. This is helpful when teaching a technology-fluent group that is excited to do hands-on activities. 6/10

    1. “In the USA, EdTech product catalogues are either too complex for many teachers to use, not objective or comprehensive enough, or not based on credible user reviews (which often have more

      In this article, the author argues that the US can learn something about technology from the rest of the world. Chile, for example, has more cellular phones than the US but is considered a third world country. What can the US learn from this? The ed tech catalogues are too complex and too challenging for teachers to use. The article states, “In the USA, EdTech product catalogues are either too complex for many teachers to use, not objective or comprehensive enough, or not based on credible user reviews (which often have more weight than experimental evidence or product marketing),” states the report, crafted from over 100 interviews with educators, policymakers and entrepreneurs, conducted from September to December 2018." The US also needs to extend access to technology out of the schools and into the homes. There needs to be more groundwork from the US to create a better system. Rating 7/10

    1. This article contains the following sections:Getting Started Integrating Technology Across the Access Spectrum Getting to "Seamless" Integration Tips for Shared Hardware Creating a Professional-Development Plan Hardware and Equipment Using Technology for Feedback and Assessment The Role of Digital Citizenship

      Edutopia presents multiple ways to integrate technology into the classroom efficiently and effectively. The article begins with how to get started. This will help the average teacher create a seamless integration of technology. Then, it moves on to how to use technology across the curriculum, how the school can provide effective professional development to aid in teacher success and how the role of digital citizenship can make or break the effectiveness of the integration.

      Rating 10/10

    1. A Pedagogical Framework for Technology Integration in ESL Classrooms 191is that in an online reading environment designed with embedded compre-hension strategy supports, ELLs’ comprehension gains were significantly associated with their frequency of using coaching avatars that provided sup-port for effective use of reading comprehension strategies (Proctor et al., 2007). Ubiquitous technology environments can arouse student interest in us-ing the technologies (Huang, Huang, Huang, & Lin, 2012; Sandberg, Maris, & de Geus, 2011) and promote better learning outcomes in listening, speak-ing and vocabulary acquisition (Gromik, 2012; Liu & Chu, 2010; Sandberg et al., 2011). Sandberg et al. (2011) observed that when students took home a smartphone to learn English about zoo animals, they were motivated to use it in their spare time, which enabled them to outperform those who did not take the mobile applications home. Technologies designed to adapt to individual learners’ needs have also demonstrated positive effects in promoting learning (Lo, Wang, & Yeh, 2004; Chen & Chung, 2008; Hsu, Hwang, & Chang, 2010; Jia, Chen, Ding, & Ruan, 2012; Wible, Kuo, Chien, Liu, & Tsao, 2001). Lo et al. (2004) used a hypermedia-based English prepositions learning system2 to diagnose students’ errors and provide adaptive remedial instructions, which signifi-cantly improved students’ confidence and learning outcomes. Challenges. The degree of freedom that teachers should give students when students use technology for language learning deserves exploration. Experiments have shown that, when students were free to choose how and when to use CALL, their choices could lead to poor learning and wasted time (Sciarone & Meijer, 1993). Another challenge is that, although learning tools provide easy access to resources, learners may feel overwhelmed by large amounts of information and become passive receivers of knowledge (Schmid, 2008). Easy access to resources can encourage laziness and pas-sivity of learners when it comes to checking materials and exploring knowl-edge themselves.

      This paper exemplifies the technology integration into an ESL classroom. The author has found many great things about using technology to teach her students as well as many challenges associated with it. Some of the positive ways technology has helped her teaching is the student interest in technology, the scaffolds it can provide for these students and how it can adapt to students individual needs. On the flip side, some of the challenges technology presents for this ESL classroom are the initial engagement with technology is short lived, teachers are not trained adequately and there are few guidelines to provide a framework for ESL teachers. Rating 8/10

    1. nontraditional students. The education department at OSU-M is housed within the School of Teaching and Learning and the Integrated Teaching and Learning (ITL) section. The Integrated Teaching and Learning section of the College of Education serves those preservice teachers who are studying to be teachers of children age 3 to Grade 8. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program. Students enter the program with a B.A. in Elementary Education or a similar field. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. During the bachelor’s program, student studies are focused on theories of child development and learning, primary reading and language courses, general liberal arts courses, content courses, and two beginning field courses. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: social studies, mathematics, language arts, reading, and science. During this year and a half of studies, students are in the field each week for 4-10 hours and have a 12- to15-day period toward the end of the two methods block quarters when they create and implement lessons in their field classroom. All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Following these field placements, students have one quarter of student teaching and one quarter for a master’s project, including a comprehensive portfolio and a research paper. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software. During this course, students are required to complete an “All About Me,” project (see Powerpoint 1) for which students familiarize themselves with tools such as the scanner, digital camera, clipart, and presentation software. Figure 1. The technology teaching lab After students are admitted to the master’s licensure program, they take one basic technology course that covers other technologies available to elementary education teachers (e.g., Ellison cutters, laminating machines, filmstrip projectors, video projectors, enlargers), and they continue their development of computer knowledge. The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses. Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas. During the two methods course quarters, students attend a lab course entitled the Technology Teaching Lab (TTL). The goal for this course is to increase the use of technology in students’ lessons in ways that will enhance their teaching. The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.

      The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.

      Rating 9/10

    1. ommunities using technology in ambitious and innovative ways to support adult learners. Our Beacons’ stories of how they address common challenges show what it takes to develop and scale effective adult learning across multiple partnerships. Through their work at the leading edge of integrating technology into adult learning, we can understand and amplify new models and practices.

      The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10

    1. Learning House offered recommendations based on the study's findings. They include: mandatory or incentivized training for instructors who have not taught online. a regular feedback cycle for continuous professional development. a regular feedback cycle for instructor evaluation, including peer feedback. a uniform learning experience for standard components of an online course.

      This article discusses whether or not online professors are assessed and by whom. Nearly 60% of online teachers are never evaluated! Because of this Learning House recommends incentivized trainings, regular feedback/evaluation, professional development and a uniform learning experience with standard components for all online classes. Rating 6/10

    1. Effective Classroom Practices To Transform Education DOI:https://dx.doi.org/10.1787/9789264293243-en Teachers are the most important school-related factor influencing student learning. Teachers can help level the playing field and provide opportunities for success to all their students. They can inspire students to innovate; to think and reflect and to work in collaboration with others.

      This 116 page document includes everything from how to effectively use technology in the classroom to alternative education methods as a lever for teaching innovation. The section I found most helpful was how to effectively use technology in the classroom starting on page 75. Rating 8/10

    1. A New Report: Reimagining the Role of Technology in Higher Education The U.S. Department of Education Office of Educational Technology recently released Reimagining the Role of Technology in Higher Education, a supplement to the 2016 National Education Technology Plan (NETP). The NETP calls for technology-supported, transformational learning in higher education. This vision emphasizes everywhere, all-the-time learning, improved access to learning opportunities, and a level playing field for students with diverse backgrounds. Below is a high-level summary of the report. The first step to achieving this vision is to recognize that higher education is comprised of students of all ages, races, socioeconomic backgrounds and learning abilities. More than 18-year-old high school graduates, new students include returning veterans and single moms. Forty-three percent of students attend part-time and 62 percent work either full-time or part-time. Two-thirds transfer before completing their degree. The student body, and the needs and goals of the student body, have never been so diverse, and higher education has never been more important to those who seek it. Supporting diverse needs and goals requires a student-centered higher education ecosystem that is flexible, integrated and efficient. The NETP believes this new ecosystem must support transformative learning through technology, teaching with technology and assessments enabled by technology. Educators, institutions and educational technology developers should collaborate across institutions to determine the best way to use technology to improve learning outcomes and create new learning experiences and delivery systems. Use data to study how students learn and identify the causes of success and failure. Develop new, standardized tools that enable real-time data analysis. Use digital learning materials to improve access to collaborative and project-based learning, and adopt learning resource design standards for evaluating learning resources. In addition to enhancing student learning experiences, technology and data should be used to improve instructional approaches, develop and implement new, research-based teaching models, and provide academic and non-academic support. Such initiatives must be promoted at the institutional level and include the sharing of information and best practices for various applications. Institutions must also provide training, technical support and professional development opportunities for educators. Assessments enabled by technology should allow for personalization and provide frequent feedback to improve student performance. This will also help faculty better understand and measure student progress. Technology-enabled assessment systems should be open, transparent and auditable, making them less susceptible to fraud and waste. They should create assessment activities that replicate real-world experiences to better prepare students for their careers. Implementing new learning and instructional models and modern assessments requires a robust IT infrastructure. However, this infrastructure must integrate formal, informal, workplace and mobile learning environments to support success for a diverse student body. Student learning and outcome data should be integrated across the higher education ecosystem while meeting security and privacy requirements. Investment decisions should be the result of collaboration between senior administrators, academic leadership and IT. Student feedback should be considered as well. Of course, technological change in higher education requires strong leadership and a culture that promotes collaboration and innovation. A strategic plan should welcome input from educators, students, technology providers, other institutions, and community and economic development organizations. An expanded strategic network can only improve system operability, transparency, innovatio

      Technology is allowing more people of different ages and different cultures to access education. For technology in education to be effective administration needs to offer support and collaboration. Rating 5/10

    1. After a full day of teaching at Boston College, Karen Arnold had to find time to read her students’ contributions to an online discussion board. Each was required to write at least one post, and, as usual, they seemed to have waited to do it until the night before the deadline. “They would just blather something,” said Arnold, who teaches higher education and educational administration. “They didn’t have a conversation. It was more like a hoop-jumping exercise.” That was around 2008, and Arnold has avoided assigning online discussions ever since. Student and instructor at Bronx Community College (Photo by Ryan Brenizer) Like other faculty with memories of failed experiments such as these, she’s pushing back against the widespread notion that technology can necessarily improve teaching and cut costs. “We are fooling ourselves that we’re getting more efficient,” she said. Related: MOOC bandwagon shows signs of slowing down It’s been a high-stakes bet. Universities and colleges are marketing themselves to tech-savvy teenagers while promising higher productivity and financial savings. They will pour $10.4 billion into education technology this year, according to the Center for Digital Education, from computers to in-class gadgets such as digital projectors and wireless “clickers” that let students answer questions electronically. “We are fooling ourselves that we’re getting more efficient.” Karen Arnold, Boston College But professors say they don’t have enough help to use this technology effectively, haven’t seen results from it, and fear that the cost savings administrators keep insisting that technology will bring could mean their own careers are on the line. That’s left many in the university ranks rolling their eyes when the next “innovation” pops up. “We’ve been hearing over the last four or five years that technology is going to reduce costs, increase quality and increase access,” said Diane Harley, director of the Higher Education in the Digital Age project at University of California, Berkeley. She doesn’t think it can do all three of those things. “I always say, pick two.” Not that professors have completely resisted the trend. Nearly 75 percent have tried a new technology in their classes in the past year, according to a survey of 1,600 of them by Faculty Focus, a newsletter that shares effective teaching practices. Yet 34 percent said keeping up with technology was either “moderately” or “very” problematic. Related: As online courses expand, so do questions about ownership One of the most common complaints from faculty is that much of this technology creates more work, not less, a survey of 42 professors by David R. Johnson, a sociology researcher at Rice University, found. One of the reasons for this inefficiency is that professors adopt educational technology from companies that market it to them directly, even when their universities aren’t equipped to troubleshoot or upgrade it, said Gary W. Matkin, dean of continuing education, distance learning, and summer session at the University of California, Irvine. Then, when something even better comes along, faculty and universities chase after that. “It produces this technology war,” said Matkin. He thinks more universities will eventually switch to the model used by many corporations in which only certain technology is allowed. That way they’ll be better able to manage it — and track the results. Related: Want higher-ed reform? You may be surprised where you’ll find it Many schools have used this model to adopt the wireless clickers — or “student response systems” — in large classrooms. Allowing students to use the TV remote-style clickers to collectively answer questions can keep them engaged in lecture classes, according to a study at Canisius College, which found that student grades increased by 4.7 percent in classes that used clickers. But the technology’s impact goes only so far. In another study released this year, by Butler University professor Juan Pablo Rodriquez Prieto, language students who took clicker-based quizzes performed about 4.5 percent worse than classmates who used pencil and paper. Clare O’Connor, a Boston College biology professor who teaches several large classes and uses clickers regularly, agrees that they have limitations. She doesn’t use them for quizzes or tests, she said. “I like students to have the opportunities to change their answers,” she said. “If students have to answer when a question appears on the screen, you eliminate the possibility of more reflective answers.” One way schools have tried to lower the cost of education is by using another kind of technology: online courses. Yet even after teaching English online for 15 years, Wright State University-Lake Campus’ Martin Kich believes in-person courses offer students far more. Related: Colleges take cues from private business to improve their customer service He said he has to assign what he calls “busy work” to online classes simply to check that students are completing assignments, since there’s no opportunity to gather and discuss. “Academically, they are very suspect,” Kich said of online courses. Instead of lectures, online courses often use PowerPoint to present material. But studies have found that students, when given the ability to see lectures via PowerPoint — both online and in person — slack on doing their own assigned reading. “Students perceive the teachers will highlight all of the material worth considering in the textbook,” University of Central Missouri professor Thomas M. Mitchell wrote in a study of the use of PowerPoint in classes. “Unfortunately, students accept this efficient and time-saving system as a normal way of learning and disregard reading as an effective method of acquiring information.” As for Arnold, she abandoned discussion boards until her university upgraded to Canvas — an online learning management system — and encouraged professors to use it starting this year. After getting student feedback, she assigned two students to moderate the discussion board each week, filling it with questions that would drive conversation. At the start of class, the two students recap the results, saving Arnold the need to keep daily tabs on the board. “The good and bad thing about technology is it will do anything,” she said. But “you have to have time at the expense of other things you could be doing to figure it out.”   This story was produced by The Hechinger Report, a nonprofit, independent news website focused on inequality and innovation in education. This article was originally published on The Heching Report and authored by Ryan Derousseau. Read the original article. Spread the love

      Technology has been found to be more of a hindrance in higher education that a help. Professors claim that students are simply doing the minimal amount of work to get by and online discussions are inefficient. This is making our education system less engaging and with less learning.

    1. Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

      In this peer-reviewed study, two tenth-grade classes were analyzed as they used either a virtual or a real laboratory to accomplish learning tasks. The question raised was whether a real or a virtual laboratory was more conducive to constructivist learning. The study concluded that a real lab is better than a virtual one to trigger constructivist learning. This is of importance to me because I teach adults about software in both virtual and real laboratories, and when I develop content, I try to use the constructivist theory as much as possible as I find it works best for my audience, in addition to making novel content more relatable. Please note: I could not put the annotation on the text because the paper opened in a popup page that does not work with Hypothes.is. 7/10

    1. How to Design Education for Adults

      This wonderful how-to by Southern New Hampshire University provided several well explained tips about what adults need in their learning environments, including their own learning theory, goals, relevant instruction, treatment by the teacher, and participation. These are important things to keep in mind when training working adults because it may have an impact on what information is offered and how it is presented. I will use the information in this article later to help me present content in a meaningful way for my working adult learners. I want the content to be as relevant and inviting to them as possible. 9/10

    1. 6 Effective Strategies for Teaching Adults

      This article from Point Park University provides several methods one can use to help educate adults. Ideas presented include ensuring content is relevant, knowing the audience, igniting emotion in the audience, ensuring assignments are attainable, and providing constructive feedback. I find these especially helpful because of my work, which often involves teaching adults who are busy and sometimes uninterested in my content. The section that will help me most is "Encourage Exploration." Because I'm training on a software tool, I want learners to go into the software and make mistakes and learn from them. I want them to poke around! It can be difficult to convince a class of disgruntled 60-year-old men who are mad that things are changing to go play with a complex software tool like children. 7/10

    1. Adults & Learning: How to Provide for Working Professionals

      The Digital Marketing Institute published this article to help those who provide training for professional adults. It echoes a lot of what I've read in other articles about teaching adults: The goals are different, and they have different needs from the instructor than children do. I liked that this article mentioned that many professional adults find technology to be a barrier, but I wish there were more information about it. The article discussed several of the biggest challenges for adult learners, which was a nice change from the quintessential adult learner article that focuses on what learners need. I also want to know what they don't need. Some of the barriers to learning include a lack of time, responsibilities, financial stressors, fear of technology, and trouble identifying the ideal learning path. 8/10

    1. Training Older Adults To Use New Technology

      This article, published in the Journals of Gerontology, discusses a study that focused on teaching older adults to use technology. This is often discussed in a practical sense, with many how-to's. This article, however, discusses the theory behind gerontological learning. Older adults don't generally learn the same way younger adults do. Therefore, it is important to provide them with practice that shows tasks have continuity, to ensure the important task components are focused on strongly, and to consider whether the learning goals are appropriate for the learner. Representative design is addressed here. This is the first time I've heard of representative design. I teach many people over the age of 60 to use technology, so it is important for me to know the theory that will help them learn best. Interestingly,this article mentioned that performance should be assessed based on a comparison of the older adult's environment. I wish I could use that more in my work, but it's a young person's world now. 9/10

    1. Effective Integration of Technology and Instructor-Led Training to Promote Soft Skills Mastery

      The Access Technologies Group published this article to discuss purposeful use of technology in ILT environments whose goal was to teach soft skills. The article claims that blended learning is the ideal delivery technique because it provides the ease of e-learning with the face-to-face time necessary to develop soft skills. It is critical to the success of the training program to integrate e-learning and ILT seamlessly to ensure the two produce synergy without limiting themselves or each other. It is also important that the learners are provided with an environment that suits their learning needs best. Technology and ILT can both provide ways to meet those needs, and where one lacks, the other can fill in. 8/10

    1. Teaching with technology

      The University of Wisconsin - Madison published this helpful, quick guide to assist instructors in using technology to teach others. It discusses some of the technology available to help teach, including Microsoft products, Blackboard, Kaltura, and others. It also discusses some of the tools the school uses to facilitate blended learning. This includes Google Apps, technology-equipped classrooms, and a Quality Matters subscription that helps produce high-quality blended learning products. It is important to incorporate technology in the classroom because it helps to facilitate learning and engage learners. 5/10

    1. designing for sustainable mobile learning: evaluating the concepts formal and informal This is a journal article that is freely available online. They argue that informal learning is more 'enriching' than formal learning. They write about mLearning (mobile learning) and state that some 'design aspects' must be left to learners. This is formatted in the standard way and has the usability one would expect of an online journal article. There are citations as one would expect but I am not qualified to evaluate the information quality. rating 5/5

    1. This article explains just in time learning (such as that which can be done via devices) within the context of higher education. My interest is in public health education, but at this moment, I am not sure how much I can narrow in on that topic, so I will save this for now. This is obviously not a scholarly article but is of some interest nonetheless. rating 2/5

    1. This is specific to Articulate Rise 360 (a rapid development tool) and features brief posts that keep the reader up to date on software changes, which are made frequently. Only a portion of each comment is visible on the main page (just as only a portion of an email is visible without clicking the email) but the subject heading is usually sufficient to describe the content of the post. rating 3/5

    1. This is associated with the e-learning development tool "Articulate Storyline." There are frequent blog posts and they are not limited to or exclusive to the Articulate products. Posts are brief and not all of the content will be new, but there are worthwhile tips to be had and they combine theory (not to the extent that an academic would) with practice. rating 3/5

    1. This page, Top Tools for Learning, is updated every year. It lists and briefly describes the top tech tools for adult learning. For the current (2018) list, they are YouTube, PowerPoint, and Google Search. The list proceeds through the top 200 and there are links to each tool. The purpose of this page is to list them; tutorials, etc. are not offered. Rating 4/5

    1. New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

    1. 7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

    1. Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5

    1. ISPI offers a variety of publications, from its member-exclusive monthly and quarterly journals, "Performance Improvement Journal and Performance Improvement Quarterly,"

      International Society for Performance Improvement This is the web page of the professional association. It is similar to other professional association web pages. Some content is available only to those with a membership; individuals must log in. There are links to the publications. These include Performance Improvement Journal, Performance Improvement Quarterly, Performance Xpress. Some features of the website can become a bit difficult to drill down to but there are sometimes job aids and other immediately usable content available. This topic relates to shaping performance of adult employees on the job. Rating: 4/5

    1. Behavior Engineering Model This page has a design that is not especially attractive or user friendly but it does provide an overview of Gilbert's Behavior Engineering Model. This is a model that can be used to analyze the issues that underlie performance. A six-cell model is presented. Rating 5/5

    1. Human Performance Technology Model This page is an eight page PDF that gives an overview of the human performance technology model. This is a black and white PDF that is simply written and is accessible to the layperson. Authors are prominent writers in the field of performance technology. Rating 5/5