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This guide builds on the framework for evaluating technology effectiveness in K-12 schools as described in the Council for Educational Development and Research's publication, Plugging In: Choosing and Using Educational Technology. The revised framework is designed to provide encouragement and some rudimentary guidelines for critical thinking about applications of technology for lifelong learning. Section 1 describes the link to Plugging In. Section 2 discusses the nature of adult (as opposed to childhood) learning and the potential roles that technology can play in helping to create learning environments ideally suited to adult learners' needs and interests. Section 3 explains the revisions of the Plugging In indicators of engaged learning and high performance technology. A table categorizes indicators (with their definitions) of engaged adult learning into eight variables: vision of learning, tasks, assessment, instructional model, learning context, grouping, instructor roles, and learner roles. A second table categorizes indicators of high technology performance for adult learning (with their definitions) into six variables: access, operability, organization, engagability, ease of use, and functionality. Section 4 provides forms and instructions for using the indicators to evaluate adult education practices and policies. The last two sections highlight some factors that may facilitate or obstruct the effective application of technology to adult learning. The document contains 15 references and additional resources. (YLB)

Descriptors: Access to Information, Adult Basic Education, Adult Learning, Educational Technology, Evaluation Criteria, Guidelines, Information Technology, Lifelong Learning, Media Selection, Program Effectiveness, Use Studies

Literacy Research Center, Graduate School of Education, University of Pennsylvania, 3910 Chestnut Street, Philadelphia, PA 19104-3111; phone: 215-898-2100; fax: 215-898-9804; World Wide Web:

Autor: Stites, Regie



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