This chapter discusses a range of issues that together paint a picture of the impact, potential, and challenges of using digital technologies in adult education.

In practice, adult basic education activities are educational activities that adults engage in systematically so they can gain new forms of knowledge, skills, attitudes, or values for self-sustenance to ensure self-improvement and national development. Achieving these requires an appropriate approach which is vital for the participation of…

This chapter discusses how digital storytelling (DST) can be used with adult learners in adult basic education and literacy programming.

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level.…

The authors examined the implementation of assistive technology in a community literacy centre's writing program for adult learners. Quantitative and qualitative analyses indicated that (a) software and instructional methods for writing must be selected according to the needs of and in conjunction with adult learners, (b) learners needed…

Play is so important that it is declared as one of the human rights by the United Nations. Although it is focused on children, play does "not" stop there. In the 1990s the author designed and facilitated a blended curriculum for a Head Start Program. The instructional goal was to introduce and get the children to effectively and…

Effective and collaborative supervision of language teachers involves understanding teacher and learner characteristics and needs, approaching supervision from a developmental rather than an evaluative perspective, and engaging in reflective communication. Teacher observation is an important component of supervision, and there are various ways…

The purpose of this study was to better understand what optimal computer technology integration looks like in adult basic skills education (ABSE). One question guided the research: How is computer technology integration best conceptualized and measured? The study used the Delphi method to map the construct of computer technology integration and…

These proceedings contain two presentations as well as recreated dialogue from discussions at a workshop to explore potential areas of collaboration and cooperation between North and Latin America. The first presentation addresses the topic of adult basic education in Latin America. It describes the historical, cultural, and socio-political…

This descriptive research study examined the extent of technology integration in instruction by adult basic education teachers. Teachers are in the earlier stages of integrating technology and are more active in the area of exploration. However, they are not experimenting with the use of technology at the same level and have not been innovative in…

Integrating technology into the Adult Basic Literacy Education (ABLE) classroom can be very helpful to students and teachers, but it requires a shift in the teacher's role. The idea of "delivering" instruction--teacher-centered classes or tutor-directed lessons--should be replaced with student-centered, self-paced learning. Although the first…

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among…

Author cites bibliographies of materials available for adult education programs and discusses criteria for materials selection. (GB)

Two different uses of computers in instruction are Computer Assisted Instruction (CAI) and Computer Managed Instruction (CMI). CMI is primarily concerned with data management in the instructional process, and CAI is the use of computers to control the instructional process itself. The uses of computers in instruction can be described in four main…

Thirty literacy practitioners participated in a free-ranging discussion of the potential and the issues arising from the rapid introduction of new technologies to literacy education (adult basic education and English language training). After an introduction, the report includes the presentations of various participants, including Peter Goulding,…