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Beyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience (Part 3 of 3)

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Title: Beyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience (Part 3 of 3)
Language: English
Authors: Cacicio, Sarah, Shell, Alison R., Tare, Medha
Source: Adult Literacy Education. Win 2022 4(1):56-61.
Availability: ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2022
Document Type: Journal Articles
Opinion Papers
Reports - Evaluative
Education Level: Adult Education
Descriptors: Adult Educators, Adult Education, Teaching Methods, COVID-19, Pandemics, Online Courses, Educational Change, Capacity Building, Technological Literacy, Influence of Technology, Educational Needs, Adult Students, Flexible Scheduling, Independent Study, Individual Differences, Equal Education, Sustainability
ISSN: 2642-3669
Abstract: In the hours following the 2020 COVID-19 outbreak and subsequent shutdown, educators across the nation were suddenly tasked with teaching online. As Jen Vanek describes in "Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3)" (EJ1344704), the majority of educators had to quickly learn and adopt new ways of planning and delivering instruction. Over time, the conversation around the role of technology in adult education shifted. In spite of the tremendous hardship experienced in and outside of the classroom, the crisis revealed an untapped opportunity to meet the needs of adult learners more effectively through flexible programming, digital skills development, and personalization of learning. The purpose of this article is to delve deeper into the myriad individual and systemic factors that impact the adult learner, educator, and their interactions through the lens of learner variability. Embracing well-designed and implemented education technology is a major step in the future of equitable and sustainable learning for adult education, and understanding the whole person remains at the core of learner success. [For Part 2, see EJ1344707.]
Abstractor: ERIC
Entry Date: 2022
Accession Number: EJ1344708
Database: ERIC
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  Data: ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/
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  Data: In the hours following the 2020 COVID-19 outbreak and subsequent shutdown, educators across the nation were suddenly tasked with teaching online. As Jen Vanek describes in "Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3)" (EJ1344704), the majority of educators had to quickly learn and adopt new ways of planning and delivering instruction. Over time, the conversation around the role of technology in adult education shifted. In spite of the tremendous hardship experienced in and outside of the classroom, the crisis revealed an untapped opportunity to meet the needs of adult learners more effectively through flexible programming, digital skills development, and personalization of learning. The purpose of this article is to delve deeper into the myriad individual and systemic factors that impact the adult learner, educator, and their interactions through the lens of learner variability. Embracing well-designed and implemented education technology is a major step in the future of equitable and sustainable learning for adult education, and understanding the whole person remains at the core of learner success. [For Part 2, see EJ1344707.]
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      – SubjectFull: Adult Education
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      – SubjectFull: Capacity Building
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      – SubjectFull: Technological Literacy
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      – TitleFull: Beyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience (Part 3 of 3)
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