Adult Learning in a Digital Age: Effective Use of Technologies for Adult Learners

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Author(s): Krista Steinke (Florida Atlantic University, USA)and Valerie C. Bryan (Florida Atlantic University, USA)
Copyright: 2014
Pages: 18
Source title: Handbook of Research on Education and Technology in a Changing Society
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-6046-5.ch045

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

This chapter argues that the technology implemented for teaching and learning in the higher education setting should serve a specific set of purposes in order to increase student engagement and to maximize learning outcomes. The practice of using technology alone to increase student engagement is ineffective. Before deciding which tools to implement, faculty need to first consider how the technology will meet the needs of the students. The same is true at higher levels of organizations. Before requiring faculty to implement technologies across a school, administrators should research the effectiveness of the technologies, specifically to determine whether the technology will increase student achievement and have an overall positive impact on the organization. Time is perhaps the most important factor in this scenario. 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. In short, it is not effective to implement a new technology simply because we can.

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Adult Learning in a Digital Age: Effective Use of Technologies for Adult Learners

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