While improving reading, writing, numeracy, and speaking are often the primary functions of adult literacy education, the reason and goal for doing so is typically so that an individual can advance to secondary education or advance in the workforce.
But to transition into higher education or a better career, let alone complete a slew of daily tasks, adults need to be familiar with technology and how to use it. Giving adults the skills to navigate digital tools has become almost as necessary as the basic skills they came in to improve on in the first place. It also creates more opportunities for adults to learn when they can join classes remotely or study on learning platforms at home.
Researchers for our Adult Literacy Education research journal, therefore, wanted to know about the realities of implementing technology into adult education programs. A group led by Chih-Wei Wang of Texas A&M University conducted a qualitative survey of program directors in Texas to understand from their perspective what conditions lead to successful integration of technology in their programs, and what created difficulties.
The study was done using the Will Skill Tool model as the framework. This model considers an educator’s attitude toward using technology, ability to use technology, and the availability of technology and how these factors contribute to technology integration and student success.
While most adult literacy and education programs already incorporate technology in some capacity, some of the key findings from the study can help guide discussion at local programs considering integrating technology for the first time or adding additional technology.
The digital divide/Available resources: The more technology is introduced into classrooms and our daily lives, the more pronounced the digital divide has become, especially in low-income areas. Internet connectivity and access to computers for adult education programs in these communities is a challenge, while home access is also quite limited for the learners.
What to do? Smartphone usage has increased, though the skills needed to use the devices remain limited. That said, until we close the digital divide, programs can use mobile-friendly learning platforms to give students a classroom on the go. Also, programs have found that partnering with community groups like churches can expand access to technology in computer labs and time spent using these tools.
Professional development: While the directors in the study had ample access to professional development, there has traditionally been a lack of technology resources and professional development for adult literacy instructors, especially in rural areas. But there’s also the time issue. Many instructors volunteer outside of normal jobs and struggle to find time to learn new technology.
What to do? The authors cite collaborative learning opportunities and practice-centered training to increase digital learning for instructors. After improving their own skills, instructors can use what they learned to provide student support that will increase motivation and reduce anxiety. They can adapt their teaching approach to incorporate digital usage into their lessons that match the specific needs of their students.
Integrating technology: Programs struggle to integrate technology when students without access to computers or the internet at home are reluctant to attempt to use these things in class.
What to do? Adding computer literacy skills like typing into a writing course or integrating Excel into a math class has been successful in that students learn academic and digital literacy skills at the same time while also gaining experience using the tools needed in the job market.
IT support: Providing professional development teaching instructors how to use new technology in their lessons is great, but it doesn’t cover all the other maintenance associated with managing the technology. While teachers will need a basic understanding of operating a platform, it could be overwhelming for an instructor expected to keep multiple systems running.
What to do? Providing dedicated information technology (IT) support was seen as essential to integrating technology into classrooms, whether that means hiring someone, designating someone already on staff to serve in that role, or seeking out that support from a third party. Programs with staff in this role progressed better integrating technology.
We are at a time when adult education programs can no longer get around integrating technology into their instruction. Read the entire research article “Program Directors’ Perspectives on Technology Integration in Adult Education and Literacy Classrooms” to learn more about the findings of this study.
Interested in a grant to provide your students with access to online learning platforms?