Integrating adult learning and technologies for effective education: strategic approaches
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book provides relevant theoretical frameworks and the latest empirical research findings in the area of integrating adult learning and technology, exploring different innovative and strategic instructional approaches"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XIV, 320 S. |
| ISBN: | 9781615206940 |
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Adult education |x Computer-assisted instruction | |
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Datensatz im Suchindex
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| adam_text | DETAILED TABLE OF CONTENTS PREFACE XI I I CHAPTER 1 BEGINNINGS OFTHE
HISTORY AND PHILOSOPHY OF ANDRAGOGY, 1833-2000 1 JOHN A. HENSCHKE,
LINDENWOOD UNIVERSITY, USA ANDRAGOGY HAD A VERY SLOW BEGINNING OVER
APERIOD OF ALMOST ONE CENTURY AS A TERM REFERRING TO THE THEORY AND
PRACTICE OF ADULT EDUCATION. NUMEROUS ELEMENTS WERE INVOLVED IN THE
SEVENTY YEARS IT TOOK TO ESTABLISH ITS FOUNDATION: STARTING IN ENGLAND
AND THE USA; ANDRAGOGY AND HUMAN RESOURCE DEVELOP- ME NT [HRD];
ANDRAGOGY AND SELF-DIRECTED LEARNING [SOL]; CONFLICT BETWEEN SUPPORTERS
AND DETRACTORS; COMPARING EUROPEAN AND USA PERSPECTIVES; TRUST IN
LEARNERS ABILITIES; SCIENTIFIC FOUNDATION OF ANDRAGOGY; SKEPTICISM AND
ITS COUNTER-BALANCE; AND, ANTECEDENTS OF ANDRAGOGY. TRENDS IN USAGE AND
CONSIDERING ITS POSSIBLE BENEFITS SET THE TONE FOR THE FUTURE OF
ANDRAGOGY FROM 2000 FORWARD. CHAPTER2 LEARNER-CENTERED TEACHING AND THE
USE OFTECHNOLOGY 31 ANNETTE GREER, EAST CAROLINA UNIVERSITY, USA VIVIAN
W: MOTT, EAST CAROLINA UNIVERSITY, USA THIS CHAPTER EXPLORES THE USE
OFVARIOUS LEARNING TECHNOLOGIES AS TOOLS FOR FACILITATING
LEAMER-CENTERED TEACHING. THE CHAPTER OFFERS ANOTHER PERSPECTIVE ON THE
SCHOLARSHIP OFTEACHING WITH TECHNOLOGY - THROUGH DISCUSSION OFVARIOUS
THEORETICAL MODELS OFLEAMER-CENTERED TEACHING, THE ROLE OFTECHNOLOGY ON
THE STU- DENTJINSTRUCTOR RELATIONSHIPS, THE IMPACT ON TECHNOLOGY IN
DIFFERENT EDUCATIONAL SETTINGS AND CONTEXTS, AND LEAMERS CULTURAL
DIFFERENCES. THE CHAPTER CONCLUDES WITH ABRIEF DISCUSSION OF FUTURE
TRENDS, CAUTIONS, AND SPECULATIONS RELATED TO TECHNOLOGY USE IN
LEARNER-CENTERED TEACHING. CHAPTER3 EFFECTIVE TEACHING WITH TECHNOLOGY
IN ADULT EDUCATION 48 VICTOR C. X WANG, CALIFORNIA STATE UNIVERSITY AT
LONG BEACH, USA EFFECTIVE TEACHING WITH TECHNOLOGY IN ADULT EDUCATION
STERNS FROM MANY FACTORS. TECHNOLOGY IS ONLY USED TO ENHANCE LEARNING.
NOT ONLY ARE TEACHERS OF ADULT LEARNERS REQUIRED TO STUDY THE TOOLS
RELATED TO THE USE OF TECHNOLOGY, BUT ALSO REQUIRED TO STUDY THE NATURE
OF KNOWLEDGE, THE NATURE OF LEARNING, CONSTRUCTIV- ISM AND VARIOUS KINDS
OFTEACHING PHILOSOPHIES. WITHOUT THOROUGH KNOWLEDGE OFTHESE FACTORS,
EFFECTIVE TEACHING WITH TECHNOLOGY CANNOT OCCUR IN ADULT EDUCATION, LET
ALONE OTHER EDUCATIONAL FIELDS. THIS CHAPTER IS A COMPREHENSIVE CHAPTER
ABOUT EFFECTIVE TEACHING WITH TECHNOLOGY IN ADULT EDUCATION IN THAT IT
ALSO AD- DRESSES THE INTERRELATIONSHIPS BETWEEN THE USE OFTECHNOLOGIES
AND THE TEACHING AND LEARNING PROCESS. CHAPTER 4 FROM PEDAGOGY TO
ANDRAGOGY: TRANSITIONING TEACHING AND LEARNING IN THE INFORMATION
TECHNOLOGY C LASSROOM 63 STEVEN. W: SCHMIDT, EAST CAROLINA UNIVERSITY,
USA JEREMY DICKERSON, EAST CAROLINA UNIVERSITY, USA ERIE KISLING, EAST
CAROLINA UNIVERSITY, USA IT IS GENERALLY ACCEPTED THAT THERE ARE
DIFFERENCES IN THE WAY CHILDREN AND ADULTS LEARN. PEDAGOGICAL
PHILOSOPHIES AND PRACTICES ABOUT C1ASSROOM INSTRUCTION, ACTIVITIES, AND
THE ROLES OF BOTH THE EDUCATOR AND LEARNER ARE TYPICALLY ASSOCIATED WITH
PRIMARY AND SECONDARY EDUCATION. THE CONCEPT OF ANDRAGOGY, HOWEVER,
DEALS WITH THE ART AND SCIENCE OF THE ADULT LEARNER. THE ANDRAGOGICAL
C1ASSROOM LOOKS QUITE DIFFERENT THAN THE PEDAGOGICAL, AND FEATURES MORE
STUDENT-CENTERED INSTRUCTION, SELF-DIRECTED LEARNING, AND EMPHASIS ON
THE NEEDS OFTHE INDIVIDUALLEARNER. MANY ADULT LEARNERS ARE FAMILIAR WITH
THE PEDAGOGICAL APPROACHES USED IN PRIMARY AND SECONDARY EDUCATION.
THOSE LEARNERS MAY FIND PRINCIPLES OF PEDAGOGY EMPLOYED IN HIGHER
EDUCATION AS WEIL, WHICH MAY NOT BE EFFECTIVE. IS A PEDAGOGICAL APPROACH
APPROPRIATE IN HIGHER EDUCATION? WHAT ROLE DOES CONTENT PLAY IN
PEDAGOGICAL VERSUS ANDRAGOGICAL DECISIONS? MOST IMPORTANTLY, WHAT
APPROACH RESULTS IN STUDENT LEARNING? USING THE INFORMATION TECHNOLOGY
C1ASSROOM AS AN EXAMPLE, PEDAGOGICAL AND ANDRAGOGICAL APPROACHES TO
INSTRUCTION ARE COMPARED, AND STRATEGIES FOR TRANSITIONING FROM
PEDAGOGICAL TO ANDRAGOGICAL APPROACHES ARE ILLUSTRATED. AN EMPIRICAL
RESEARCH STUDY ON PREFERRED WAYS OF LEARNING IS ALSO INCLUDED IN THIS
CHAPTER. WHILE THE EXAMPLES DISCUSSED IN THIS CHAPTER RELATE TO THE
INFORMATION TECHNOLOGY C1ASSROOM, THE MATERIAL PRESENTED IS APPLICABLE
IN A VARIETY OF LEARNING SITUATIONS. CHAPTER 5 ADULT LEARNERS AND THEIR
DEVELOPMENT IN THE INFORMATION SOCIETY 82 LESLEY FARMER, CALIFORNIA
STATE UNIVERSITY AT LONG BEAEH, USA IN A DIGITAL WORLD WHERE THE AMOUNT
OF INFORMATION DOUBLES EVERY TWO YEARS, ADULTS NEED TO EVALUATE
RESOURCES CAREFULLY AND DETERMINE HOW TO USE RELEVANT INFORMATION TO
SOLVE PROBLEMS AND MAKE WISE DECISIONS. THIS CHANGING INFORMATIONAL
ENVIRONMENT AFFECTS ADULT EDUCATION, AND ALSO EMPHASIZES THE NEED FOR
LIFELONG EDUCATION AND LEARNING ORGANIZATIONS, AND THE INTERSECTION OF
TECHNOLOGY AND GLO- BALIZATION HAS LED TO MORE INTENSE AND PLURALISTIC
INTERACTIONS ACROSS SOCIETIES. BECAUSE INFORMATION S MEANING AND IMPACT
IS CONTEXTUALIZED, SHARED KNOWLEDGE AND UNDERSTANDING CAN BE HARDER TO
ACHIEVE. THEREFORE, INFORMATION LITERACY AND KNOWLEDGE MANAGEMENT ARE
NEEDED IN ORDER TO FULLY REALIZE ONE S SELF-POTENTIAL AND AN
ORGANIZATION S VISION. EMERGING TRENDS THAT IMPACT ADULT LEARNING ARE
DISCUSSED: EQUITY, CULTURALLY-SENSITIVE INFORMATION, AND INFORMATION
CROSS-FERTILIZATION. A MODEL OF ADULT LEARNING AND INFORMATION
INTERACTION IS PROVIDED. CHAPTER6 TEACHING ADULT LEARNERS IN ONLINE
CAREER AND TECHNICAL EDUCATION 101 VICTOR M HERNCMDEZ-GANTES, UNIVERSITY
OFSOUTH FLORIDA, USA ONLINE EDUCATION IS BECOMING AN IMPORTANT COMPONENT
OF CAREER AND TECHNICAL EDUCATION (CTE) IN TEACHER PREPARATION AND AT
THE GRADUATE LEVEL. ]N THE MIDST OF SUCH GROWTH, AND IN RESPONSE TO
QUESTIONS ABOUT QUALITY COMPARED TO TRADITIONAL LEARNING, THERE IS A
CONSENSUS THAT ONLINE COURSES AND PROGRAMS SHOULD BE DESIGNED BASED ON
THE NEEDS OF ADULT LEARNERS. HOWEVER, MUCH OF THE LITERATURE IN ONLINE
CTE LACKS IMPLICIT CONNECTIONS TO EMERGING NOTIONS OF ADULT DEVELOPMENT
AND LEARNING. THIS CHAPTER PROVIDES AN OVERVIEW OFTHE STATUS OF ONLINE
EDUCATION IN CTE AT THE POSTSECONDARY LEVEL, DISCUSSES RELATED ISSUES
AND CURRENT RESEARCH FOCUS, AND HIGHLIGHTS ADULT LEARNING DEVELOPMENTS
AND THE IMPLICATIONS FOR CURRICULUM DESIGN, INSTRUCTION, AND USE
OFTECHNOLOGY. THE CHAPTER CONCLUDES WITH AN OUTLINE OF EMERGING TRENDS
BRIDGING ADULT LEARNING AND ONLINE EDUCATION RELEVANT TO CAREER AND
TECHNICAL EDUCATION. CHAPTER 7 INFORMATION TECHNOLOGY AND THE LEARNING
SOCIETY: SUPPORTING LIFELONG LEARNING AND FLEXICURITY POLICIES 120
TERESA TORRES-CORONAS, UNIVERSITAT ROVIRA I VIRGILI, SPAIN MARIO
ARIAS-OLIVA, UNIVERSITAT ROVIRA I VIRGILI, SPAIN M ARIMTZAZU
VIDAL-BLASCO, UNIVERSITAT ROVIRA I VIRGILI, SPAIN THIS CHAPTER PROVIDES
A CONCEPTUAL DISCUSSION ABOUT THE INTERACTION BETWEEN INFORMATION AND
COM- MUNICATION TECHNOLOGIES (LCT) AND THE LEARNING SOCIETY. IT FOCUSES
ON THE IMPORTANCE OF KNOWLEDGE AND SOCIAL CAPITAL BUILDING AS KEY STONES
OF THE CONNECTED LEARNING SOCIETY, WHICH IS BUILT UPON ONLINE NETWORKS.
THIS CHAPTER ALSO HIGHLIGHTS THE ROLE OF LIFELONG LEARNING IN THE
CONNECTED LEARNING SOCIETY AS AN INSTRUMENT WHICH CAN SUPPORT
FLEXICURITY POLICIES IN THE LABOR MARKET. THIS WORK FOLLOWS THE COM- MON
ARGUMENTATION LOGIC THAT THE INTRODUCTION OF ]CT USUALLY LEADS TO A
CHANGE IN LIFELONG LEARNING OPPORTUNITIES, WH ICH ARE PLAYING AN
ESPECIAL ROLE IN ACHIEVING ECONOMIC, EMPLOYMENT AND SOCIAL GOALS. IN THE
CONNECTED LEARNING SOCIETY, HOW TECHNOLOGY IS BEING USED WILL ENSURE THE
CONTINUAL ADAPTABILITY AND EMPLOYABILITY OFWORKERS. CHAPTER 8 ADULT
LEARNING PRINCIPLES AS THE FOUNDATION FOR INNOVATIVE TECHNOLOGY
APPLICATIONS IN BUSINESS AND H IGHER EDUCATION VENUES 136 JUDITH PARKER,
TEACHERS COLLEGE/COLUMBIA UNIVERSITY, USA AS WEB 2.0 SURFACES AS THE
TATEST TRENDY PHRASE IN EDUCATION AND TECHNOLOGY DISCUSSIONS, IT IS
IMPERATIVE THAT INSTRUCTORS NOT GET CAUGHT UP IN THE GLAMOUR OFTHE
LATEST TECHNOLOGY AND LOOSE SIGHT OFTHE REQUIRED ANDRAGOGICAL
UNDERPINNINGS NECESSARY FOR EFFECTIVE AND EFFICIENT TEACHING AND
LEARNING. THIS CHAPTER WILL BEGIN BY EXPLORING THE MAJOR THEORIES AND
THEORISTS IN THE FIELD OF ADULT EDUCATION AND THE MESHING OFTHESE
THEORIES WITH TECHNOLOGY APPLICATIONS IN HIGHER EDUCATION AND GLOBAL
BUSINESS VENUES. WHILE MALCOLM KNOWLES IS CREDITED WITH POPULARIZING
ADULT LEARNING THEORY IN THE 1970 S, STEPHEN BROOKFIELD, JACK MEZIROW,
MAXINE GREENE AND KNUD ILLERIS ARE AMONG THOSE WHO HAVE MOVED THE FIELD
FORWARD OVER THE PAST DECADES. ALONG WITH THIS PROGRESSION IN THEORY,
THE USE OF TECHNOLOGY HAS ESCALATED IN POPULARITY CREATING A NEED TO
FRAME ITS APPLICATION IN THE FOUNDATIONAL PRINCIPLES OF ADULT EDUCATION;
AN ANDRAGOGY 2.0 FOCUS IS REQUIRED. THIS CHAPTER WILL EXPAND ON THIS
THEORETICAL BASE BY OFFERING SHORT CASE STUDIES THAT ARE LINKED TO THE
THEORIES AS EXAMPLES OF INNOVATIVE STRATEGIC APPROACHES IN THE USE OF
TECHNOLOGY IN ADULT TEACHING AND LEARNING. CHAPTER 9 THE ROLE OF
LEARNING STYLES AND TECHNOLOGY 153 ROYEE ANN COLLINS, KANSAS SLALE
UNIVERSITY, USA LEARNING STYLE RESEARCH HAS INFORMED EFFECTIVE C1ASSROOM
TEACHING STRATEGIES FOR DECADES. TECHNOLOGY HAS ALLOWED FACULTY AND
STUDENTS TO MOVE THE LEARNING ENVIRONMENT FROM THE FOUR-WALLED C1ASSROOM
TO A FLUID GLOBAL VIRTUAL SPACE. KNOWLEDGE GAINED THROUGH THE
APPLICATION OF LEARNING STYLE RESEARCH TO THE ONLINE INSTRUCTION HAS
ENHANCED PRACTICE; HOWEVER, RESEARCH DEMONSTRATING THE ALIGNMENT OF
LEARNING STYLES WITH CURRENT TECHNOLOGICAL RESOURCES HAS BEEN IIMITED.
LEARNING STYLES AND THEIR INTERRELATIONSHIP WITH TECHNOLOGY AND ADULT
LEARNERS IS AS IMPORTANT TODAY AS INITIALLEARNING STYLE RESEARCH WAS IN
THE SIX DECADES AFTER ITS BEGINNINGS IN THE 1940S. EDUCATION TODAY MUST
MEET THE NEEDS OF STUDENTS WHO ARE MORE COMFORTABLE IN ELECTRONIC
ENVIRONMENTS AS WEIL AS THOSE WHO NEED THE FOUR-WALLED CLASSROOM. THE
ABILITY TO USE LEARNING STYLE RESEARCH TO ACCOMPLISH BOTH WILL LEAD TO
ENHANCED STUDENT LEARNING AND A MORE PRODUCTIVE EXPERIENCE. CHAPTER 10
INNOVATIVE INSTRUCTIONAL STRATEGIES WITH THE USE OFTECHNOLOGY FOR ADULT
LEARNERS 170 LESLEY FARMER, CALIFORNIA SLALE UNIVERSITY AL LONG BEAEH,
USA TECHNOLOGY INCORPORATION ADDS ANOTHER DIMENSION TO INSTRUCTIONAL
DESIGN BECAUSE IT REQUIRES THAT THE ADULT EDUCATOR BE SKI LIED ENOUGH TO
DESIGN AND USE TECHNOLOGY-ENHANCE INSTRUCTION AS WEIL AS DIAGNOSE
LEARNERS SKILL LEVELS AND PREDISPOSITIONS. BECAUSE EACH MEDIA HAS ITS
UNIQUE COMBINATION OF FEATURES, INSTRUCTIONAL DESIGNERS SHOULD SELECT
AND CREATE TECHNOLOGY RESOURCES CAREFULLY TO BEST ADDRESS THE LEARNING
TASK AND LEARNER PREFERENCE. TECHNOLOGY-ENHANCED COMMUNICATION METHODS
ARE NOW AVAIL- ABLE FOR SOPHISTICATED INSTRUCTION AND INTERACTIVE
LEARNING: AMONG STUDENTS, EDUCATORS, AND RESOURCES: WEB 2.0, EGAMING,
VIDEO CONFERENCING, AND COURSE MANAGEMENT SYSTEMS, AS EXAMPLES.
FURTHERMORE, TECHNOLOGY-BASED ACCOMMODATIONS CAN ADDRESS ACCESS TO
RESOURCES AS WEIL DIRECT INSTRUCTION FOR PEOPLE WITH DISABILITIES. IN
ANY CASE, TECHNOLOGY-INFUSED INSTRUCTION REQUIRES MATERIAL AND MORAL
SUPPORT BY THE ORGANIZATION S DECISION-MAKERS. CHAPTER 11 INTEGRATING
ADULT LEARNING AND TECHNOLOGY FOR EFFECTIVE EDUCATION: STRATEGIC
APPROACHES 189 ROYEE ANN COLLINS, KANSAS SLALE UNIVERSITY, USA JAMES B.
MARTIN, U.S. ARMY COMMAND AND GENERAL SLAFF COLLEGE, USA THIS CHAPTER IS
AN EXAMINATION OFTHE INFLUENCES INVOLVED IN THE INTEGRATING OF ADULTS
INTO HIGHER EDUCA- TION. THE CHAPTER BEGINS WITH AN EXPLORATION OFTHE
INCREASE IN THE NUMBER OF ADULTS IN HIGHER EDUCATION SINCE 1969.
COMPARING THE CHANGES IN DEMOGRAPHIES FROM 1969 TO 2007 SHOWS HOW IITTLE
LARGE PUBLIC UNIVERSITIES HAVE DONE TO INTEGRATE ADULTS INTO HIGHER
EDUCATION. THIS EXAMINATION SHOWS SIGNIFICANT PARTICIPATION BY THREE
TYPES OF INSTITUTIONS; COMMUNITY COLLEGES, SMALL PRIVATE FOUR YEAR
LIBERAL ARTS IN- STITUTIONS, AND FOR-PROFIT INSTITUTIONS CREATED TO MEET
THE HIGHER EDUCATION NEEDS OF ADULTS. THE CHAPTER DEFINES ADULT AND
HIGHER EDUCATION AND DISCUSSES HOW THEY DIFFER OR INTERACT. A DISCUSSION
OF HOW ADULT STUDENTS LEARN AND EFFECTIVE TECHNIQUES TO FACILITATE
LEAMING IN ADULT CLASSROOMS FOLLOWS THESE DEFINITIONS. FINALLY, A
DISCUSSION IDENTIFYING HOW TEACHING TECHNIQUES THAT ARE EFFECTIVE FOR
ADULTS CAN BE INTEGRATED INTO TRADITIONAL CLASSROOMS IN HIGHER EDUCATION
BRINGS THE CHAPTER TO A CLOSE. CHAPTER 12 PREVALENT
ANDRAGOGICALLNSTRUCTIONAL PREFERENCES AND TECHNOLOGIES 206 GEORGE
MAUGHAN, INDIANA STATE UNIVERSITY, USA DAVISON MUPINGA, KENT STATE
UNIVERSITY, USA AS DEVELOPED COUNTRIES FACE SKI LIED WORKER SHORTAGES
AND THEIR WORKFORCE BECOMES MORE DIVERSE, EDUCA- TION AND TRAINING
OFADULTS HAS TAKEN CENTER STAGE. CHANGING WORKFORCE DEMOGRAPHICS, GLOBAL
ECONOMIES, AND ADVANCES IN TECHNOLOGY COMMONLY INFLUENCE WHAT, WHEN, AND
HOW TO TEACH ADULTS. THIS CHAPTER PROVIDES AN OVERVIEW OF CONTEMPORARY
ANDRAGOGICAL INSTRUCTIONAL TECHNIQUES AND SEEKS TO DESCRIBE EX- AMPLES
OFTHEIR APPLICATION THROUGH ELECTRONIC DELIVERY. DUE TO THE EMERGING
BODY OFLITERATURE ON SOME ADULT INSTRUCTIONAL TECHNIQUES, EFFORTS WILL
BE MADE TO DISCRIMINATE BETWEEN TECHNIQUES SOLIDLY GROUNDED IN THEORY,
AND THOSE WHICH SHOW PROMISE. CHAPTER 13 ULTRAVERSITY-INTEGRATING
TECHNOLOGY IN ADULT EDUCATION 221 GERAINT LANG, ANG/IA RUSKIN
UNIVERSITY, UK THE INFLUENCE OFTECHNOLOGY IN OUR DAILY LIVE GROWS
UNABATED AND EXPONENTIALLY; SOME SEE IT AS A CULTURE IN ITSELF. LT HAS
BEEN HAILED VARIOUSLY AS A UNIVERSAL PANACEA FOR ENABLING LIFELONG
LEAMING; A MEANS OF OPENING THE DOORS TO KNOWLEDGE BARRED BY THE
EDUCATION GATEKEEPERS. RECENT RESEARCH HAS REVEALED THAT THE METAPHORIC
BARRIERS PUT IN PLACE TO OBSTRUCT THE USE OFTHE INNOVATIVE TECHNOLOGY
TOOLS FOR THE PURPOSES OF ENGAGING IN LIFELONG LEARNING, PARTICULARLY
WITH REFERENCE TO ADULT EDUCATION MAY NOT BE DUE TO THE OFTEN PERCEIVED
INTRANSIGENCE OF ADULT EDUCATORS, BUT TO POTENTIAL LEAMERS THEMSELVES.
RECENT RESEARCH INTO ADULT USES OFTECHNOLOGY DRAW OUT INTERESTING
RESULTS, BUT DO NOT TAKE INTO ACCOUNT, NOR ACKNOWLEDGE RECENT AND
SUCCESSFUL WHOLLY ONLINE UNDERGRADUATE DEGREE COURSES, BASED UPON ADULT
EXPERIENTIALLEAMING IN THE WORK PLACE. THIS CHAPTER OUTLINES ONE SUCH
DEGREE COURSE IN THE UNITED KINGDOM, ULTRAVERSITY. CHAPTER 14 COMPARING
THE PRINCIPLES OF ADULT LEAMING WITH TRADITIONAL PEDAGOGICAL TEACHING IN
RELATION TO THE USE OFTECHNOLOGY: THE TACIT DIMENSION IN ICT-BASED
UNIVERSITY TEACHING 238 MANUEL AHEDO, ROVIRA I VIRGILI UNIVERSITY, SPAIN
THE TRADITIONAL PRINCIPLES OF ADULT LEARNING ARE BEING SUBJECT TO
CRITICAL RECONSIDERATION FROM NEW ADULT TEACHING APPROACHES AND A
GROWING USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS). ICTS
IN ADULT LEARNING HAVE AN AMBIVALENT EFFECT. ON THE ONE HAND, THEY OFFER
POTENTIAL IMPROVEMENT IN ON- LINE COMMUNICATIVE ACTIVITIES AND THE
TRANSMISSION OF CODIFIED OR EXPLICIT KNOWLEDGE. ON THE OTHER HAND, THEY
CAN REDUCE SOCIALLY- AND INTERACTIVE-MEDIATED TACIT TEACHING AND
LEARNING. THUS, THE CRUCIAL CRITERION FOR EFFECTIVE AND COMPLEMENTARY
USE OF ICTS IN ADULT ANDRAGOGY IS WHETHER THEY ENABLE TIME AND SOCIAL
SPACE FOR THE TACIT DIMENSION OFTEACHING AND LEARNING. THIS CHAPTER
ANALYZES THESE ISSUES BY COMPARING HOW TWO YOUNG UNIVERSITIES IN SPAIN
HAVE DEALT WITH THESE EFFECTS OF ICTS IN RELATION TO THE TACIT DIMENSION
OF LEARNING AND TEACHING. CHAPTER 15 TECHNOLOGICAL TRENDS IN ADULT
EDUCATION: PAST, PRESENT AND IN THE FUTURE 255 JOHN K. HOPE. UNIVERSITY
0/ AUCKLAND, NEW ZEALAND THE PURPOSE OFTHIS CHAPTER IS TO PROVIDE A
CRITICAL REVIEW OFTHE LAST TWO DECADES OFTECHNOLOGY USE IN ADULT
EDUCATION. THE CHAPTER BEGINS WITH ABRIEFSUMMARY OFTECHNOLOGICAL TRENDS,
SUCH AS THE INTRODUC- TION OF THE INTERNET AND THE WORLD WIDE WEB, THAT
HAVE INFLUENCED ADULT EDUCATION OVER THE LAST TWO DECADES. POLITICAL,
ECONOMIC, SOCIAL AND PEDAGOGICAL ISSUES THAT HAVE INFLUENCED THE USE
OFTECHNOLOGY IN ADULT EDUCATION ARE ALSO DISCUSSED AND POSSIBLE
SOLUTIONS TO THESE ISSUES ARE OUTLINED. THE CHAPTER CONCLUDES WITH AN
ATTEMPT TO EXTRAPOLATE FUTURE TECHNOLOGICAL TRENDS THAT COULD INFLUENCE
THE DIRECTION OF ADULT EDUCATION IN THE DECADE TO COME. COM PILATION OF
REFERENCES 274 ABOU T THE CONTRIBUTORS 309 INDEX 3 16
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| discipline | Pädagogik |
| format | Book |
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| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036429748 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:39:13Z |
| institution | BVB |
| isbn | 9781615206940 |
| language | English |
| lccn | 2009045728 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020302354 |
| oclc_num | 705463443 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XIV, 320 S. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| series2 | Premier reference source |
| spelling | Integrating adult learning and technologies for effective education strategic approaches Victor C. X. Wang [editor] Hershey [u.a.] Information Science Reference 2010 XIV, 320 S. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book provides relevant theoretical frameworks and the latest empirical research findings in the area of integrating adult learning and technology, exploring different innovative and strategic instructional approaches"--Provided by publisher. Includes bibliographical references and index Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Erwachsenenbildung (DE-588)4015428-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Erwachsenenbildung (DE-588)4015428-2 s Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Wang, Victor C. X. Sonstige (DE-588)1022300164 oth Erscheint auch als Online-Ausgabe 978-1-61520-695-7 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020302354&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Integrating adult learning and technologies for effective education strategic approaches Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd Erwachsenenbildung (DE-588)4015428-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4015428-2 (DE-588)4143413-4 |
| title | Integrating adult learning and technologies for effective education strategic approaches |
| title_auth | Integrating adult learning and technologies for effective education strategic approaches |
| title_exact_search | Integrating adult learning and technologies for effective education strategic approaches |
| title_full | Integrating adult learning and technologies for effective education strategic approaches Victor C. X. Wang [editor] |
| title_fullStr | Integrating adult learning and technologies for effective education strategic approaches Victor C. X. Wang [editor] |
| title_full_unstemmed | Integrating adult learning and technologies for effective education strategic approaches Victor C. X. Wang [editor] |
| title_short | Integrating adult learning and technologies for effective education |
| title_sort | integrating adult learning and technologies for effective education strategic approaches |
| title_sub | strategic approaches |
| topic | Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd Erwachsenenbildung (DE-588)4015428-2 gnd |
| topic_facet | Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht Erwachsenenbildung Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020302354&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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