Teaching the Adult Learner: Issues and Recommendations in Technology and Learning

This article discusses the issues and recommendations in technology and learning for adult learners. It covers topics such as lack of professional teaching, inability to change to new technology, and failures of personalized learning. Recommendations include appropriate technology training measures, providing technology tools, and offering practical teaching.

Teaching the adult learner.
Technology and learning
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Institution
Professor
Course
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Teaching the adult learner.
Introduction
Technology and learning involves use of technology in learning. Technology and learning
field experiences various issues (Resta, Laferrière, McLaughlin, & Kouraogo, 2018). These
issues are systematic and in most cases are related to the teachers as well as the technology itself.
Issues in technology and learning.
1. Lack of adequate professional teaching. There is deficiency of adequate professionals
who will guide the learners appropriately in dealing with technology.
2. In ability to change to new technology (Resta et al, 2018).Many learners see technology
as the scope which is irrelevant to jobs.
3. Delivery of the informal learning in schools. Rigid learning and different models of
learning are failing to deliver the informal learning.
4. Failures of the personalized learning in technology and learning. From different
researchers there is a gap in between the vision of giving instruction and the technologies
available to make the adult learning appropriate and relevant (Kitto, Lupton, Davis,&
Waters,2016)..
5. Inability to utilize technology to offer effective assessments in the learning. Most of the
learning institutions don’t make appropriate technology assessments in adult learning.
6. Emerging models for schooling and the massive open online course in technology
teaching (Kitto et al, 2016). Competition to increasing technology application measures
has been in forefront for many years.

Teaching the adult learner.
Recommendations to issues in technology and learning.
1. Appropriate technology training measures should be provided to the learners (Kirkwood
& Price, 2014).
2. Learning institutions that offer full online courses should provide the necessary faculty
that will display the importance of technology in learning and how learners will achieve.
3. Technology tools and measures need to be provided to all learners. The technology
measures need to be valuable (Kirkwood & Price, 2014).
4. Learning institutions offering technology learning should provide rewards to
hardworking learners in innovations of new ideas in research.
5. Institutions should offer practical teaching in technology learning. Technology learning
need to be practical but not theoretical all the time.
Conclusion.
The issues arising in technology and learning should be corrected by using the recommendations
discussed (Kirkwood & Price, 2014).

Teaching the adult learner.
Reference
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher
education: what is ‘enhanced’and how do we know? A critical literature
review. Learning, media and technology, 39(1), 6-36.
Kitto, K., Lupton, M., Davis, K., & Waters, Z. (2016). Incorporating student-facing learning
analytics into pedagogical practice.
Resta, P., Laferrière, T., McLaughlin, R., & Kouraogo, A. (2018). Issues and challenges related
to digital equity: An overview. Second Handbook of Information Technology in Primary
and Secondary Education, 1-18.