Ways in which digital
technologies are employed by adults
Adults approach education with a wealth of previous
experience and insights. Learning ‘constructively’
with the aid of Web 2.0 tools, enables them to make meaning of their past and
give direction to their future. The collaborative nature of constructivism, encapsulates
problem solving and critical thinking in digital communities. Teachers trained
in e-Learning pedagogy understand the dynamic nature of collaboration and when adults
master Web 2 tools, their contribution learning communities can be transformative.
The choice of Web 2.0 tools includes Skype, chat rooms,
wikis, audio and video podcasts . Through a survey in America more than half of
the adults (equivalent to 70 million) interviewed want more education. Web 2.0 tools have enabled adult learners to access
university programs when distance or social factors were a preventative factor.
The nature of interactive technologies allow adults to acquire a voice and the
natural spinoffs from this is generational, changing the lifestyles also of
their children.
In my last blog I referred to distance learning of a writing
group in South Carolina. These
communities-of-practice (in this case a group of adult teachers) transformed
their teaching for the benefit of their students. Technological artifacts enabled teachers to
learn strategies relevant to a new pedagogy (e-pedagogy) which is tailored to
the changing needs of students.
Technological artifacts are used widely in the workplace to
improve literacy levels of employees who need to upskill in the vocabulary of
specific domains which differ depending on the job or organization. Many companies provide digital professional
development to improve employees performance and make their job less
stressful. Engaging in online
instruction can also make a positive difference to people’s jobs (the passion
for teaching was reignited for the members of the Bluebonnet Writing Project (Hirtle & S, 2010) mentioned in my last
blog). Higher remuneration can also be a
positive spin-off when adults volunteer to be upskilled with the aid of
technological presentations.
Savin-Baden discusses the importance of dialogue in learning.
The authors emphasize the robust nature of the cut and thrust of (academic) debate.
However, dialogical spaces online are viewed cautiously by those who consider this
style of communication may be ‘modified, stored’ and used later on. (Savin-Baden,
2008). Participants are mindful of these factors which may prevent t
them from speaking spontaneously.
Mindful of the different style of pedagogy now required, Canole
(Conole, 2010) and a team of academics
have constructed a digital platform which invites and designs Web 2.0 resources
for teachers and students. This amounts to a global storehouse of experience
and strategies tailored to the needs of technologically savvy professionals.
Community hubs throughout New Zealand employ technological
devices for young adults to acquire literacy and numeracy skills to lessen the
digital divide in the hope that, providing access to digital tools will improve
their opportunities for employment. (Various,
2011) Adults who re-engage with education often bring with them a set of
disappointments and failure from their first encounter. Digital technologies enable them to engage in
self-paced learning where they have time to reflect and fit new knowledge into
their existing basis of meaning. Because learning is dynamic, current
foundations of experience and knowledge are under continual change and review. Access by adults of Web 2.0 technologies have
the power to build new futures characterized by hope.
