Adult Learners and Integrating Technology

\ Image by freepik One major takeaway from the readi ngs this week is the clear divide in the learning development process between people born into this new age of technology (Digital Natives) versus people that have to embrace and implement those aspects of technology later in life (Digital Immigrants) (Prensky, 2001). I have experienced instances of this division in the workplace when training colleagues of different generations and backgrounds. Even if it is a new platform, learners that are already comfortable operating systems, or are familiar with the functionality, tend to pick up on the process faster and recognize the value of the tool before learners that are introduced to the functionality for the first time. The style of teaching and mode of technology implementation needs to evolve to include learners that are emersed in new technology and learn in a different way than past generations, while also concentrating on the positive traits and capabilities of both the Digital Im...

Since I train colleagues on company platforms and systems on a regular basis, this week’s readings around the Technology Acceptance Model (TAM) and driving technology adoption were especially pertinent to me and my current role. Part of my training and deployment process includes identifying and applying effective ways to drive usage following live instructional sessions. Ensuring adoption is not an easy task, particularly when it comes to many adult learners at varying stages of technological expertise and with different levels of internal business process awareness.   One major takeaway from this week’s readings is the need for education leaders to understand how various interferences impact the factors of adoption in technology. A deeper comprehension of the reasons for technology acceptance and usage can lead to conclusions to help diminish the opposition to new systems and encourage active use (Venkatesh & Bala, 2008). For example, simply authorizing usage of new tools bas...

Given the various circumstances and experiences of many adult learners, the need to identify avenues for those learners to enable self-directed learning is significant. Effective learning is often contextual and the ability to self-direct can depend on the subject matter and characteristics of the learner (Grow, 1991). In my recent adult education experience within this master’s program, discussion boards have been the primary means of collaboration and knowledge sharing. I have found discussion boards generally helpful as a guide to manage my individual learning process. A discussion board can also instill a feeling of safety and comfortability for adult learners, given the system is private (Wang & Hsua, 2008). Although there a similarities, the practice of blogging provides a different learner experience, while still empowering adults to actively participate in their own education.   Although the technology is not new, this is my first experience creating a blog. The vastnes...