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One of the most stressed points in this discussion area is that of technology as an extension of the education process and not technology instead of the education process. Facilitators and designers of such educational processes have to creatively and innovatively integrate technology into the learning process while still maintaining the high level of educational value that one expects. Easier said than done.
This page address some ways in which technology is currently integrated into adult education and also highlights some of the researched environmental factors which need to be present if successful adult education is to take place.
TECHNOLOGY IN ADULT EDUCATION:
When considering the role of technology in adult education many new questions arise as to how exactly you can sustain the high level of education while exploiting the technology at your fingertips. Imel (1998) sights Ginsburg (1998) as identifying some approaches to this area which are currently in use.
One approach involves technology as the actual curriculum where adults not only learn content through technology but also learn about the technology itself. This approach is perhaps the most common as many adults feel the need to understand the technology they are being faced with on a daily basis before they feel comfortable in using it for some complex purposes such as education. For some people this approach is by far the best as it serves to demystify technology from being an almost living being with a mind of it's own to simply being a machine which responds to and interacts with the user. But for the less technically minded people this approach only serves to confuse them more due to the often highly detailed content. They simply want to know how to do something but not necessarily how the computer carries out such commands. Overall in education this approach often isolates the technology from the student to a certain extent and views it as a seperate subject rather than an extension of every subject.
A second approach is the use of technology as a delivery mechanism where technology becomes the means for instructional delivery. This approach only uses technology as a finishing aid and not a process long resources which it can be used for. Here for example the facilitator simply presents the data through some form of technology be it an overhead projector or a computer screen for viewing to his/her audience and does not allow for any interaction with the technology or the data on the part of the student to see how the technology is enhancing the delivery of the data or effect what is displayed or how it is displayed. Here again the technology is being kept distant from the students and does not encourage interaction. This approach can be useful however if adults are required to give such presentations in a work environment as it can show them just how simple yet effective technology can be.
The third common approach which has been identified is that of technology as a complement and extension of instruction. This approach is one of the most favourable as it shows the beginnings of technology being introduced into the curriculum and not simply as a separate routine. This approach allows for hands on usage by student and allows lectures to be enhanced by technology. For example using the Internet to research a topic and then presenting the information at the end of the lecture to the other groups in the class. Such use of technology in education is both student and facilitator orientated.
A fourth and final approach is that of technology being used as an instructional tool. Here the technology is taken on board totally and seen as simply another part of the learning process. This approach is facilitator and student orientated and allows students to become very familiar with having technology as part of the learning process and as such begin to interact with it. This approach is perhaps the most dependent on the skill set of the facilitator.
Related Link:
The Commission on Technology and Adult Learning
http://www.internettime.com/itimegroup/astd_web/new_introCTAL.htm
Over the past number of decades many theorists have researched and developed different aspects or factors which they perceive to be almost fundamental to successful adult education. The following are some such factors.
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Retrieval of information in long term memory is easier when it has been related to something already known - previous experience as stated by Knowles (Cruikshank et al 1995).
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Adults then to be problem-centered, therefore curriculums which tend to involve problem solving aspects offer one of the most benefical oppoortunities for adults.
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Facilitators should acknowledge the power disparity between the themselves and the students in such a way as to create an environment which allows students to disagree with the facilitator. According to Tennant et al (1997) successful adult facilitators view themselves as participating in a dialogue between equals, and are genuine in entering a personal relationship with learners and not just telling them what to do. Rodgers (1969) backs up this view by stating that one particular role of a facilitator includes sharing feelings and thoughts with learners but not dominating.
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Active learning research (def) has shown that such students achieve much higher scores on tests of ability to self-correct, consider multiple perspectives, understand the larger content of a problem or related theory and practice than students involved in simply lecture style courses (Wright 1997).
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Interestingly, adults with limited educational experience do not welcome high levels of self-directed learning and see it as the facilitator not doing their job properly by giving students too much responsibility. This idea was not acknowledged in Knowles theory of Andragogy during his discussion of self-directed learning. He believe that students would see such learning as an opportunity to air their own opinions and judgments. |
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The idea of doing while learning is a widely recommended approach to teaching adults (Vella 1994) |
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Ref:
"members. tripod.com"
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© Lillian Clarke MITE01 2001 - 2002