Adult education and technology

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As any good educator knows, we humans never stop learning. Teaching adults is not exactly like teaching younger students. Our job is to match their drive and make their experience engaging and meaningful given these constraints.

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The education technology segment does a poor job of addressing the particular needs of the adult learner. These are individuals who want to earn a high school diploma, move into college, get additional training or get a job in the first place. They may need help with reading, writing, speaking in English or doing math.

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Advanced Search. When deploying new education technology for adult learners, is there such a thing as an ideal adoption pathway? Some "key actions," such as administrators using research and data on adult ed tech to inform their purchase decisions, can make the difference, according to a new report from the U. The first report examined the many problems that tech faces in serving the unique needs of this user.

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SkillRise helps organizations dedicated to adult learning advance the use of educational technology to transform the lives of workers and help them thrive in their careers. Focusing adult learning efforts exclusively on basic literacy, numeracy and communication skills is no longer enough. At the core of SkillRise is a framework that helps workforce development organizations successfully transition to digital learning approaches that allow them serve their learners in more focused, flexible and impactful ways.

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As developers create digital learning opportunities for adult learners, it is important to consider ways to design products that best fit how adults learn. 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 brief outlines and describes these design principles.

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Traditional postsecondary digital education has not yet lived up to the mobile promise. Over half When it comes to edtech, we still seem to be stuck in a web-first - as opposed to mobile-first - world.

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Learners and educators alike are often intimidated by—and even resistant to—the use of new technologies in a classroom setting. For the educator, there is often fear that learning technologies will displace some aspects of teaching or make them obsolete. While the hesitations on both sides are understandable, I have found clearly and on multiple occasions that the benefits of using technology purposefully in a classroom setting vastly outweigh any hesitations I may have about employing it.

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As a non-traditional adult undergraduate student and later as a graduate degree student, I have had the opportunity to adopt some terrific technological tools. I grew up before the advent of the Internet, smartphones, and social media. I enjoy that label - I have embraced technological innovations with glee. My smartphone and laptop are liberating tools that make my course work fun.

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