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The Role of Information Communication Technologies in Enriching Adult Education Theory Building
Abstract
Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it has had on our actions and on the practice of teaching and learning. Little has addressed the impact of communication technology on the theory building in the field of adult education. How has it influenced the movement forward of the field itself? How has it changed the communication among professionals and between professionals and students? It has been almost 100 years since Adult Education made its entry into the arena of professions and fields of study. In recent decades, Malcolm Knowles is credited with popularizing adult learning theory, yet Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward. Along with this progression in theory, the utilization and sophistication of communication technology has escalated. This chapter will focus on the influence of communication technology throughout this history of adult education, particularly its influence on communities of learning and communities of practice for the experienced and the emerging adult educational professional and how it might enrich the future of the profession.
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