Adult Basic Education and Implications of Digital Literacy Essay

Cuban et al. (2001), however, found that teachers do not always have enough time to blend technologies into their teaching routine as easily as their pupils expect. In spite of the training, some teachers face certain low response/adaptability to changes. Hence, the top-down pressurers [external imperatives] must provide consistent support and guidance, sufficient time to get familiarized with the tools and positive rewards. These strategies allow finding opportunities into the digital age to make more pedagogical moves in teachers’ labour. Stepp-Greany’s study (2002) appeared to report gains for students related to their use of technology in their study ‘including higher motivation, improvement in self-concept and mastery of basic skills, more student-centred learning and engagement in the learning process’. In short words, the more student-centred learning is promoted, the more teachers and technologies can improve the education and learning. Technology and teachers are adjustable and compatible since they can complement each other and increase their valuable practices mutually. Laurillard (2008) suggested that technology could bring collaborative learning for teachers, and now, we can add to her statement the students, in order to show what both groups [teachers and students] could do best in their academic settings.

Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and Holton (2005) acknowledged a need for both external support and instructional support if an adult learner’s CBI experience will be deemed positive. Of their five conclusions, this one was of particular interest to me based on the different computer-based instruction experiences I have had.

Little is known for acquiring literacy. As Quigley (1997) claimed, we actually barely know about those who were studied in the literacy studies. According to a study conducted by the U.S. Department of Education and the National Institute of Literacy, 32 million adults in the U.S. can’t read. That’s about 14 percent of the population. It is a call for researchers to draw attention on developing adult literacy program. Admittedly, many articles discuss about adult literacy levels and their participation in a general view (Kutner, Greenberg, & Baer, 2005; U.S. Department of Education Co-operation and Development), but this article intends to focus on a case study of low literacy adult learners in ESL (English as a second language) reading context. The main point of this research was to observe how the reading acquisition happened in LLA (Low Literacy Adult). Are there any useful learning strategies for LLA reading? In broad prospect, the research eagers to enlighten those who teach and instruct ESL adult learners.

McKee-Waddell states that "current methodologies that deliver instruction in digital literacy are constantly advancing, and the instruction, delivery, and tools used in the classroom are being merged to create an all-inclusive learning experience" (McKee-Waddell, 2015).

One of the biggest concerns about online education today is something that Thomas Friedman calls the “ambition gap” (354). The new American generations are becoming less motivated and less ambitious than the rest of the world. Not only is sending american jobs to other countries cheaper but the individuals are much more productive and willing to do the work. Education Online would be enabling these next generation of students laziness. In a Ted Talks seminar, Anant Agarwal, the head of edX, tells his audience why Massive Open Online Courses still matter. Agarwal talks about the changing generations and how we ought to keep up with technology and embrace it in the way we educate. Agrawal insists,” so rather than driving our kids into a classroom, herding them out there at 8 o’clock in the morning-- I hated going to class at 8 o’clock in the morning, so why are we forcing our kids to do that? So instead what you do is have them watch

Wendy Conaway and Barbara Zorn-Arnold. (n.d.). The Key to Online Learning for Adults . Distance Learning, Volume12, issue 4,

Online instruction is referred to as teaching and learning that is mediated by a computer (Jones, 1997). Although the motivation for enrollment and retention in an online program for adult students is discussed in the literature review, the types of instruction may vary from simple correspondence or asynchronous communication through electronic mail, chat rooms for classroom discussion, and video-taped classes.

Online education is well established as a viable means of education in both the corporate and academic environments, and it has taken a remarkable pace. A survey undertaken in 2001 of online education instructors conducted by the National Education Association (NEA) indicated that 72% of online learning instructors have a positive opinion about online learning. They believe more students can be reached, learning can be customized and flexible, and interaction can increase among students (Focus, 2001).

Digital literacy has been an ever steady presence in today’s society. It is time to bring digital literacy into mainstream America. It is no longer acceptable to wave aside the need for computer literacy; people more than ever need the ability to access information that can benefit them in an array of ways. In order for adults to have the ability to obtain valuable resources and services that they might be able to access, engage in critical thought involving everyday issues such as shopping, health, leisure activities and most important, work. With so many ways to communicate, adults are constantly connected through home and work. Digital consumerism is on the rise, and adults are inundated with an array of technologies devices available, anything and everything adults may need or want is at their fingertips. In the information age, relevant information for their lives needs to be allocated to various forms of communication preventing most individuals from accessing messages pertaining to their needs and essential services. Today, it is not enough to just consume information, it is essential that people must create and share information. Having the ability to be digitally savvy, it is essential to fulfill these necessities.

There is a movement to encourage professional development for teachers through communities of practice. This coincides with increasing opportunities for like-minded people to connect online. This article proposes a study of online education communities of practice in order to better understand how these communities impact practice and can be utilized in a systematic way.

Q1. The article described the 5 assumptions the adult learner have according Andragogy, and this characteristics are important for those who are studying in an online education programs. The online education programs need to collaborate in the process with the learner to achieve their educational goals. The program needs to design and implement a program that directs the experiences of the learner to engage in the educational process. Also the program could help the adult learner on the way they can direct their own learning process with a respected and supported mutuality between teachers and students.

Education is an important part of people’s lives; it will either make them or break them in the future depending on the careers they choose. Education is greatly diverse today in comparison to the 1950s because of advancements in teaching and other great inventions that provide easier techniques of teaching. One major issue that has been raised is distant learning courses and online education.

Online education has become a widely accepted alternative to learning in the classroom. Distance education has helped students across the country educate themselves in a world were technology rules and fast paced lifestyles are a part of life. The main advantages of distance learning are: Convenience eliminates travel to a traditional classroom and the freedom to learn at any time are some of the main reasons why so many people opt to learn online. However along with the many perks of an online education there are some disadvantages that follow. Some educators believe that although online education is changing the way that people learn and how many people

There are increased numbers of students who enroll in online learning program because of being living far from the preferred learning institutions (Allen & Seaman, 2007).

The evolution of technology has transformed the way in which people are living, communicating, and learning. Thus, learning principles and process should reflect this transformational change within all aspects of the social environment (Siemens, 2005). In the field of education, technological advances play a significant role in increasing the effectiveness of professional development. Technology centered professional development has the capability for improving the teaching of digital literacies by capitalizing on the availability of digital tools and social networking capabilities to collaborate, plan with, and learn from other teachers (Beach, 2012). Social networking sites such as Twitter have the potential to transform the way in which professional development is facilitated. The use of Twitter allows educators to fill the gap in face-to-face professional learning by connecting educators,enabling them to share information, knowledge, resources, classroom experiences, as well as reflect on instructional practices (Cox, 2012).