Useof technology in adult education
Useof technology in adult education
Educationis a vital part of today’s society. It is the tools that allowmembers of the society to progress and make their lives and thosearound them better. Adult education is a policy that allow seniorcitizens to advance their knowledge in different areas and those thatnever had a chance to get formal training rectify this inadequacy. Toenhance adult education, technology has been fronted as a valuableresource that can be used to ensure easier access and distribution ofcontent. Research has shown that technology can significantlyinfluence the learning outcome when applied effectively. The paperprovides a review of three academic articles on the use of technologyin adult education by summarizing, comparing and contrasting theideas advanced by the authors. It seeks to show that technology canbe utilized to improve adult education.
AdultLearners and technology: how to deliver effective instruction andovercome barriers f learning
Theauthor begins by acknowledging the impacted that technology has hadin availing learning materials which can be a wealth of knowledge foradult learners. However, barriers to learning with technologycontinue to crop up with the greatest one been the inability ofadults to apply technology tools as a learning resource dues to skillinadequacy (Johnson, 2011). Learners have to acquire knowledge onboth the content being taught and on how to use these tools. It isthe conclusion of the author that dealing with computer anxietieswhich affects adult learners will go far in enabling them utilizetechnology in acquiring knowledge
Learningto use new technologies by older adults: perceived difficulties,experimentation behavior and usability
Thearticle focuses on the benefits of using technology in adulteducation. From reading the paper, it is evident that availingtechnologically advanced learning tools to learners without properguidance on how to use them limits their potential for enhancingadult education. The research presented shows that facilitating acondition for learning by either providing step-by-step guidance or auser-friendly interface for learners had significant effects on theoutcome of the process (Barnard, Bradley, Hodgson & Lloyd, 2013).Thus, it is important for those implementing technology in adulteducation to supplement it with a structure that allows the learnersto integrate into the new era at a pace that is favorable to them andwith tools that enhance the process.
Usingthe Facebook group as a learning management system: an exploratorystudy
Here,the authors begin by noting the growing importance of social mediasites in today’s society. These sites, particularly Facebook, havean unmatched potential to impact knowledge in adult learnersespecially given their built-in functions that offer social,technological and pedagogical affordance. From the study, it wasevident the platform was a game changer in that it allowed for easeof access, sharing of resources, engaging in discussions andorganizing tutorials (Wang, Woo, Quek, Yang & Liu, 2012). However, this potential is limited by inherent challenges of theplatform like the risk to exposure of private information and poororganization during discussions among others.
Thearticles presented above, though based on different objectives,provide the following input towards the use of technology for adulteducation. Firstly, there is an agreement that the use of technologycould be a vital contribution toward ensuring better delivery ofcontent to adult learners. Additionally, there is a consensus thatthe greatest challenge hindering the use of technology as a tool foradult education is the fact that there is some disconnect between thelearners and the tools supposed to be used to utilize it. Lastly, allauthors agree that the utilization of this new platform will beimproved significantly if the introduction of technology in adulteducation with be supplemented by structures meant to ensure thesemembers of the society have the technical knowhow to manipulate thetools to their advantage.
Theabove similarities noted, there are also some differences. Firstly,the authors differ in the manner through which technology should beapplied in adult education. Though two of them favour technologythrough a curriculum availed through computers, the third authorproposes the use of social media websites as a way of utilizing thistool for adult education. Secondly, the articles differ in regards tothe role of the instructor in the utilization of this platform. Twoof the articles agree that the instructor should be there to providecontinued guidance to the learners on how to use technological toolsto enhance education for senior citizens. However, the third authorpresents the tutor as one of the participants in the group, and thislimits his/her ability to offer guidance. Lastly, the articles differin regards to assumptions made. Two articles present their casesunder the assumptions that adult learners are completely out of touchwith technological appliances and thus have to be taught on how touse them. However, the third article assumes that all students areconversant with social media and thus can be used a learningplatform.
Fromthe above discussion, it is evident that technology should be used toenhance learning in adult education. Thus, it is important for allinterested parties who are involved in providing senior citizens withlearning opportunities to incorporate this tool as it will guaranteebetter results.
Barnard,Y., Bradley, M. D., Hodgson, F., & Lloyd, A. D. (2013). Learningto use new technologies by older adults: Perceived difficulties,experimentation behavior, and usability. Computers in Human Behavior,29(4), 1715-1724.
Johnson,M. (2011). Adult Learners and Technology: How to deliver effectiveinstruction and overcome barriers to learning. Retrieved fromhttp://www. Umsl. Edu/$wilmarthp/modla-links-2011/Adult-Learners-And-Technology. pdf.
Wang,Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Usingthe Facebook group as a learning management system: An exploratorystudy. British Journal of Educational Technology, 43(3), 428-438.