Technology has succeeded to influence everything from academia and communication to religion and medicine. It will somehow continue to reinvent itself as time progresses. Consequently, there is so much new content created online than there has ever been and with that comes limitless ease of access. Although there is a prevalence of accessibility, what appears to be occurring is the user’s ability to work with and implement technology effectively, particularly adult learners. Within the hallways of numerous colleges, there are adult learners who are terrified by the acquisition and implementation of technology which is an institutional requirement. Technological skills are a essential for student achievement. This literature review intends to capture several studies about the adoption of IT amongst college students and summarize their outcomes in a fashion that is supportive to the understanding of this study. One fundamental area of study often argued, is the self-efficacy of adult learners’ adoption of technology.
General Attitudes toward the implementation of Technology
Many assessments conducted about the attitudes toward the adoption of IT by adult learners have been generally consistent. The book: Self-Efficacy Beliefs of Adult Learners Utilizing Information Communication Technologies (2011) states that the theory of self-efficacy amongst adult learners has been shown to be a contributing factor to their academic success. This not only goes along with studies prior to this analysis, but later studies also ascertain this finding to be accurate as well.
One of the differences that various researchers have discovered in their work is concerning the variability of age. Generally, adult learners' beliefs toward the ...
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... The Internet goes to college: How students are living in the future with today’s technology. Pew Internet and American Life Project, Washington, D.C. McHaney, R. 2011. The new digital shoreline: How web 2.0 and millennials are revolutionizing higher education. Sterling, VA: Stylus Publishing, Inc. Jones, S., Johnson-Yale, C., Millermaier, S., & Pérez, F. S. (2009). U.S. college students’
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Wilson, K. R., Wallin, J. S., & Reiser, C. (2003). Social stratification and the digital divide. Social Science Computer Review, 21(2), 133-143.
Day, J., Janus, A., Davis, J. (2005). Computer and internet use in the United States: 2003. Washington D. C.: US Census Bureau.
In the instructional technology field, the rapid advances in information technology urges on the educational reform. This reform created a need for more research in the educational application of technology as well as in the adoption and diffusion of instructional technology. According to Surry (1995), there are three reasons why the study of diffusion theory is beneficial to the field of instructional technology. First, most instructional technologists lack the knowledge of why their products are or are not adopted. Surry (1995) believes a study of diffusion theory could rectify this situation. Second, the field of instructional technology is often associated with the concept of innovations. Surry (1995) suggested that if instructional technologists understand the adoption and diffusion of innovation theory, they will be more prepared to work effectively with potential adopters. Third, Surry (1995) concluded the studies of the diffusion theory could result in developing a systematic model of adoption and diffusion for the instructional technology field.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: A comprehensive guide. (3rd ed.). San Francisco, CA: Jossey-Bass.
...adoption is inevitable and will result in change. However, the adopter based theory argues that the technological superiority of a product or system may not lead to its adoption because of the "human, interpersonal, and social factors" involved in adopting a new technology in a certain social context (Surry and Farquhar, 1997, p.8 ). The QWERTY and Dvorak keyboard are an example of how technological superiority is often not enough for a new product or service to be adopted(Surry and Farquhar, 1997, p. 9). As one can see, these theories connect the diffusion theory to instructional technology. The question remains, do we adopt technology for technology’s sake and assume a change for the better or do we adopt technology when it is relevant to the learner’s environment and take our chances? "Risk is a final factor…in educational innovation"(Wright et al., 1995, p. 3).
In order to build any solid structure, a good foundation is required. According to the Merriam Webster dictionary, a foundation is “an underlying base or support, especially the whole substructure of a building, a body or ground upon which something is built” (www.m-w.com). Foundations must be durable to support the structure that is built above. For this reason, the Foundations of Adult Education course delves into various philosophical approaches to adult education and learning. Investigation of behavior theories helps the adult education instructor or trainer develop his or her approach to methods of instruction. In this foundational course on adult education, it is important to discuss the definition of what exactly is meant by ‘adult education’ as well as its purpose and how that has changed throughout its history.
Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This Digest provides an updated look at research on retention in adult education and suggests effective practices for different settings.
Tyler, R. T. (2002). Is the Internet Changing Social Life? Journal of Social Issues, 58 (1), 195-205.
Since as far back as the 1940’s, psychologists and philosophers had a theory that adults had particular ways in which they learned. Researchers believed that the practice and education should reflect these particulars in order to properly engage adults. This paper will go into the theory behind adult learning and a few influential people behind the theories. It will look at learner centered approaches to adult learning. This paper will also define the different learning styles as well as how to engage those learning styles. For the purpose of this paper an adult is defined as an individual in the age range of 18 or older, someone who has really started to experience life.
The Adult Learning Theories Essay assignment provides information on how learning takes place throughout different stages in life. The topic begin with how learning take place in humans, how one develops throughout various stages in life, the learning process, and blending adult learning and development experiences. The course content requires mastery because learning never ends once it begins at birth. The importance of knowing what is learned in each stage of life builds upon what is already learned which will lead to the next stage of development.
Tapscott, D. (1998). Growing Up Digital: The rise of the net generation. New York, NY: Mc-Graw Hill Companies Inc. .
The facilitation of this model allows adult learners to be active and self-directed in their learning.
During my time at this field placement, I noticed how Mrs. Anderson uses technology on a daily basis and wanted to give it a try myself. Students seem to enjoy it very much and from what I have seen, Mrs. Anderson gets a great response from the students as far as scores go. Technology in the classroom can be used for different types of assessments as well whether it be for a presentation, test or online activity. As a 21st century pre-service teacher, it is very important for me to know how to properly use technology in the classroom and how to successfully incorporate it into my curriculum. “Teachers must learn to use technology and must allow it to change their present teaching paradigm. This is not an easy task because change can seem intimidating and threatening” (Bitner, 1). This quote sums up exactly what I should be working on in terms of incorporating technology into the classroom. If I begin to use it now then I will be less intimidated in the
Surveying the Digital Future: How the PC and Internet are changing the world. (1999, June). Los Angeles, CA: UCLA Center for Communication Policy.
The issues discussed in this essay are relevant for all life-long students and educators who seek to embrace technology and an increase in communication between people of similar interests and desires to move forward with their personal goals. So many nations and people have been kept uninformed and uneducated for far too long and the edu-tech visionaries recognize the wasted opportunities presented via humankind's greatest invention. This population, students and educators envision the collaborative power and seek facilitation "through increased efficiency and effectiveness" (Courville, 2011, p. 3 ). They are a worthy audience for this topic because they embrace all the hope which arises from the proper and expedient use of the tools in existence today.
Technology has many different effects on education, one of them being enhancing the students learning. Technology may enhance the students learning and may assist most students in achieving their academic standards. When technology and appropriate teaching methods are combined, technology may increase the academic achievement. Positive effects have been found in all major subject areas, from preschool to higher education, both regular and special needs students. Educational technology has been found to have a positive effect on a student’s attitude toward learning and on self-concepts. The introduction of technology into the learning environment has allowed the learning to be more student-centered, to encourage group learning, and helps to stimulate an increase in the student-teacher interaction. Technology has shown a shift from a focus on a student’s memorization to their problem solving. Through technology’s use, learning opportunities have become unrestricted by time or place, allowing lifelong learning. Student use of technology through communications can also help to enhance access to a career and continued education. Students are more likely to use a computer to get help because they can to it themselves. Technology is helping students to become independent.
Johnson, William D. "Internet and Modern Society." Dept. of Medicine. 24 Jan. 2006. University of Wyoming. 2 June 2008 .