Technology and Adult Learning: Issues, Recommendations and Solutions

This report delves into the integration of technology in adult learning, highlighting key issues and offering practical recommendations. The report begins by acknowledging the importance of technology in education and then identifies several challenges, including the lack of adequate professional training, resistance to new technologies, and limitations in current learning models. It also addresses the issues of inadequate technology assessments and the emergence of new online learning models. To address these challenges, the report suggests providing appropriate technology training, emphasizing the importance of technology through faculty support, providing essential technology tools, rewarding innovation, and implementing practical teaching methods. The report concludes by emphasizing the importance of addressing these issues to improve the effectiveness of technology in adult education. The report is based on multiple research papers and provides a comprehensive overview of the topic.

Teaching the adult learner.
Technology and learning
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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.