Annotated Bibliography

Annotated Bibliography

Technology as a tool in education can be powerful. There are many advantages which include reaching a wider audience of people. Technology can also have its limitations. There are countless approaches for integrating technology into instruction. Within the field of Adult education technology may be the actual class course, used as a delivery tool, or as an enhancement to course instruction. This annotated bibliography provides resources exploring the use of technology in Adult education. These sources provide valuable information and could be utilized to further explore technology use and its potential within the field of adult education.

Ball, N. (2011). Technology in Adult Education ESOL Classes. Technology in Adult     

         Education,  40(1). Retrieved December 10, 2016.

This article focuses on the benefits of using technology in ESOL classrooms. One of the benefits this article has found is that is can increase the learning experience and better prepare the students for real world English experiences. It also focuses on how technology can make a classroom more successful. Technology in this type of classroom seeing allows to meet a wider variety of students and their needs. Classrooms that incorporate technology not only better meet the students’ needs but also help better their work and life skills. The use of technology in the classroom settings can better prepare students for real world needs. Many instructors have found that technology is a motivator for many students to attend classes.

Dinevski, D., & Radovan, M. (2013). Adult Learning and the Promise of New Technologies.  

New Directions For Adult & Continuing Education, 2013(138), 61-69.    doi:10.1002/ace.20054

The authors, an associate and assistant professor in Slovania, discuss Theme 7 of the Hamburg Declaration and the objective of promoting new technologies in helping all adults have access to and participate in learning. They discuss the different aspects of the digital divide and provide research and statistics. They address universal access to the internet and social inequality. In similarity to the book review cited below this chapter highlights several strengths supporting the use of available technology in the field of adult education. They also address several concerns and drawbacks considering technology and learning.

Fichten, C. S., Asuncion, J. V., Barile, M., Ferraro, V., & Wolforth, J. (2009, September).

Accessibility of e-Learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education. Journal of Visual Impairment & Blindness, 543-557.

The researchers of this article were involved in two studies performed in Canada with low-vision and blind students. The information gleaned from the studies allowed a deeper perspective of what technologies are utilized on campuses by these two groups. Study 1 included 139 students from 52 Canadian institutions. 115 identified as having a visual impairment/low-vision and 24 students identified themselves as “totally blind”. The study focused specifically on whether or not the communication technology-needs are being met at school and at home. The POSITIVES Scale was used. This article does a very thorough job of displaying the results of this study. Results that were included were what kind of assistive technology the participants used. They were text to speech, optical character recognition (OCR), refreshable braille displays and screen magnification. Other results included how well needs were being met. Study 1 also showed that participants’ devices at home were more up-to-date than those at school. With the exception of four criteria, the low-vision group had their needs met more so than the totally blind students. Study 2 included 33 participants; not very many. All participants were from Canadian schools, same as study 1, but not clear on if the researchers used the same schools to pull participants from. Results of the study showed that many typical items of e-learning were accessible for both visually impaired groups. However, both groups indicated that there were several items that were not easily accessible and some items weren’t accessible at all for totally blind students. Many items posed complications for these students. Although much useful data was collected, there were problems and inconsistencies with the studies.

Gopalakrishnan, A. (2006). Supporting technology integration in adult education: critical issues

   and models. Adult Basic Education, 16(1), 39-56.

In this article the author, an educational consultant with the Connecticut State Department of Education, shares results of a study investigating the impact of personal support for teachers implementing technology in their adult education programs. The study collected data from surveys, program observations, and reflections of eight adult education programs which received three year technology grant funding in Connecticut. The author reports on the challenges teachers face in implementing technology to reach the goal of making technology a more integral part of their planning and teaching. One challenge mentioned is the viewpoint of technology not as an essential part of the program. The types of support systems used to help teachers implement technology such as mentoring; technical supports, department teacher leader, and personal encouragement are evaluated in detail. In conclusion, the author discusses issues that arise in the implementation of technology support in adult education programs. Several requirements or recommendations for successful support systems determined by the study are also listed.

Huber, L., & Watson, C. (2013). Technology: Education and Training Needs of Older Adults.

Educational Gerontology, 40(1), 16-25. doi:10.1080/03601277.2013.768064

This article focuses on the shift of age and education. How education is now given and received. How the shift of technology has effected a generation of older adults and learning styles. They made a good point that aging is slowing down but technology continues to speed up. The article also discusses how older generations view and understand technology. Older generations struggle to understand and use technologies. Studies found older generations are more likely to call someone to do it for them. Older generations that never learn to use technology find no real need for it whereas if they understand how to use it they find it helpful.

Jiao, X., & Miao, L. (2010). Application of information technology in adult education. 2010

 International Conference on Optics, Photonics and Energy Engineering (OPEE).            doi:10.1109/opee.2010.5508020

This article focuses on the rapid growth of technology in adult education. Technology is key to advancement in the work place. Just as in every aspect of technology, adult education is no exception. Online classes, online discussions, and online lectures are changing the adult education system as it has always been. Group work for online classes changes how everyone knew group projects in the past. Group work can now be done without ever meeting outside of the classroom. This allows people from all over the world to come together to learn in an online environment. The biggest goal is to not lose the learning process through technology.

Kilgore, D. (2004). The Medium is the Message: Online Technology and Knowledge

Construction in Adult Graduate Education. Adult Learning, 15(3/4), 12-15.

The author of this article has proficient knowledge in adult learning theory, student development and women in education. A research Scientist in the Center for Engineering Learning and Teaching at the University of Washington, she has experience using online technology in adult education courses. Kilgore details three online technologies used in graduate adult education courses. These technologies are threaded discussion, blog, and wiki. She articulates a comparison between these technologies and how they impact knowledge construction. Kilgore supports how these technology mediums shape student learning, collaboration, and affect pedagogy with information from three case experiments involving online technology for adult graduate education.

Long, G., Vignare, K., Rappold, R., & Mallory, J. (2007, November). Access to Communication

for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses. The International Review of Research In Open and Distributed Learning, 8(3).

The four authors, three from the National Institute for the Deaf and one from Michigan State University, focus on communication access for deaf and hard-of-hearing (DHH) students in the postsecondary setting. They stress the importance of technology for DHH students in an online learning environment. They compare traditional classroom settings that DHH students often experience, for example having interpreters sign the instructor’s lecture, versus online classroom settings. They note barriers that arise and the outcomes of dealing with these barriers. They describe inclusive classrooms also. The article explains results of a survey that took place at the Rochester Institute of Technology. Results included satisfaction of communication with peers and instructors and overall satisfaction with a blended learning experience. Online, or e-learning, was preferred. DHH students felt on an even level as their hearing peers.

Maiorana-Basa, M., & Pagliaro, C. M. (2014, March). Technology Use Among Adults Who Are

Deaf and Hard of Hearing: A National Survey. Journal of Deaf Studies and Deaf Education.

The authors, Maiorana-Basa, from Michigan State University, and Paglario, from the University of North Carolina, Greensboro, wanted to show the importance of technology for deaf and hard-of-hearing (DHH) individuals. The authors found that when starting their research, there was not a plethora of information relating to this subject. They do a very good job of explaining how technology “levels the playing field between hearing and DHH people”. Technology is an empowering agent for DHH persons. The Internet holds the key to for communication enhancement. Increased bandwidth allows for clear and real-time video communication. Facetime, ooVoo, and Skype are all utilized. The article discussed the ADA and how it pertains to websites and how it affects DHH people. Other court cases were discussed as well. It also mentions the use of signed videos added to text hyperlinks in web pages to improve searching techniques. A survey was completed asking what hardware/software is preferred, about favored websites, preferred accessibility features on the Internet, and how demographics affect findings. Captioning is discussed as a must-have. Educational Implications were addressed.

Mason, R. (2006). Learning technologies for adult continuing education. Studies In Continuing

Education, 28(2), 121-133. doi:10.1080/01580370600751039

The author of this text draws on his own experiences with online learning and development of programs to share three examples of technologies used in adult education Masters Programs. Mason discusses significant adult learning theories such as andragogy, experiential learning, and communities of practice. The author then considers how these theories are crucial of adult learning online. Other key aspects of adult online learning the author brings to attention include the practice of collaborative learning, and assessment. He discussed the problems and gives examples of student successes. Lastly the author discusses the technologies of blogging, learning objects, and E-portfolios. For each example he outlines potential purposes, methods of use in a course, and assessment. Mason concludes with the positives for online learning and distinguishes that adult online learners are not necessarily characteristic of all adult learners.

Metzger, R. (2014). Technology in Adult Basic Education: How Does Technology Impact on the

Self-beliefs of Adult Basic Education Learners. Journal Of Research & Practice For Adult Literacy, Secondary & Basic Education, 3(2), 63-65.

In this book review, the author Dr. Rebecca Metzger from Marshall University outlines the fine points from the master’s thesis by Uchenna June Nwosu. The book is titled Technology in Adult Basic Education: How Does Technology Impact on the Self-beliefs of Adult Basic Education Learners. In the book review, Metzger summarizes the results of the research on the use of computer technology in basic adult education. The research found that technology use in the adult education classroom is advantageous to the improving the self-esteem of students thus encouraging student success within and outside of classes in life. In reflection, the author points out that for adult education instructors utilizing technology is a means of helping all students become more successful in their learning.

Mull, C. A., & Sitlington, P. L. (2003). The Role of Technology in the Transition to

Postsecondary Education of Students with Learning Disabilities: A Review of the Literature. The Journal of Special Education, 37(1), 26-32.

Mull, from the National Institute of Technology for Inclusive Education and Sitlington, from the University of Northern Iowa, special education department, and review assistive technology as it is mentioned in laws protecting people with disabilities in an educational setting, mainly postsecondary. They offer a brief yet clear explanation of the many laws, acts and initiatives that have been implemented in the last 60 or so years. This article demonstrates specific assistive technology devices/suggestions as they relate to specific disabilities. It further explains the issues that arise from the use of recommended technology: cost, availability, training needs, abandonment by students, etc., lastly, it offers suggestions for transitioning into a postsecondary environment with assistive technology as it is imperative to lay the groundwork long before entering one’s institution of choice.

Sprawls, P. and Fox, M. (2012), SU-A-BRB-01: Medical Physics and Technology Education for

Society: Adults, Teenagers, and Elementary Students. Med. Phys., 39: 3596. doi:10.1118/1.4734598

This article focuses on introducing different topics by using different types of technologies. This article looks into the idea that when certain technologies are introduced to different ages of students it sparks an interest in that subject. By using different technologies to introduce more in depth topic it allows for students to learn and connect to the subject matter. They found a connection with learning through different technologies allowed students from different age ranges to connect to the topic in different ways. By introducing medical physics into society it allows for older learners to understand on a deeper level the topic at hand. For younger students it ignites an interest to learn more.

Tincani, M. (2004). Improving Outcomes for College Students with disabilities: Ten Strategies f

or Instructors. College Teaching, 52(4), 128-132.

The author, Matt Tincani, is an assistant professor of special education at the University of Nevada. He discusses in the article how students learn differently and explains that instructors should recognize this fact. He offers ten strategies that he feels will assist instructors with students who have disabilities. They are: have an accessible syllabus, study objectives for each chapter in the course, study guides – because they improve student efficiency, frequent tests – because students like to procrastinate, remedial activities – approved study sessions, guided notes – handouts that improve student participation during lecture, response cards – signs students hold up in response to something the professor says, peer tutoring, fluency building – SAFMEDS flashcards, and finally feedback for the instructor. The author also posts within the article images that reflect his ten strategies.