The Role of Information Communication Technologies in Enriching Adult Education Theory Building

2010 ◽  
pp. 1-16
Author(s):  
Judith Parker
Keyword(s):  
Adult Education ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Theory Building ◽  
Jack Mezirow ◽  
Education Theory ◽  
History Of ◽  
History Of Adult Education ◽  
The Impact

Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it has had on our actions and on the practice of teaching and learning. Little has addressed the impact of communication technology on the theory building in the field of adult education. How has it influenced the movement forward of the field itself? How has it changed the communication among professionals and between professionals and students? It has been almost 100 years since Adult Education made its entry into the arena of professions and fields of study. In recent decades, Malcolm Knowles is credited with popularizing adult learning theory, yet Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward. Along with this progression in theory, the utilization and sophistication of communication technology has escalated. This chapter will focus on the influence of communication technology throughout this history of adult education, particularly its influence on communities of learning and communities of practice for the experienced and the emerging adult educational professional and how it might enrich the future of the profession.

Social Justice and Adult Education

2014 ◽  
pp. 143-153 ◽  
Author(s):  
Marianne Robin Russo
Keyword(s):  
Social Justice ◽  
Public Opinion ◽  
Adult Education ◽  
Teaching And Learning ◽  
Social Roles ◽  
Adult Educators ◽  
History Of ◽  
Current Context ◽  
Class Hegemony ◽  
History Of Adult Education

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

Social Justice and Adult Education

2012 ◽  
Vol 3 (4) ◽  
pp. 14-23
Author(s):  
Marianne Robin Russo
Keyword(s):  
Social Justice ◽  
Public Opinion ◽  
Adult Education ◽  
Teaching And Learning ◽  
Social Roles ◽  
Adult Educators ◽  
History Of ◽  
Current Context ◽  
Class Hegemony ◽  
History Of Adult Education

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

Use of ICT in Teaching Vocational Subjects

2021 ◽  
Vol 9 (2) ◽  
pp. 803-813
Author(s):  
Deepak Chakravarty, Dr. Mahima Gupta, Prof. Banhi Jha
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Modern World ◽  
Physical Strength ◽  
New Information ◽  
Information And Communication ◽  
The Way

In today’s modern world, globalization has completely changed the way of working. The way we live, learn, work, and even define work has changed due to new information and communication technologies—Hence, it can stated that human capital fuel up the modern economy. In reality, the information and communication technology revolution has turned intelligence into a valuable commodity. In today's economy, economic growth is based on mental intelligence rather than physical strength, and its worth is generated by recruiting knowledgeable workers and continuing to learn. Incorporating information and communication technology (ICT) into vocational and technical education and the educational system in general has a vast range of consequences on teaching and learning.

Methods for Assessing 3D Virtual Worlds in Design Education

2015 ◽  
pp. 355-372
Author(s):  
Leman Figen Gül ◽  
Ning Gu ◽  
Mi Jeong Kim ◽  
Xiangyu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Collaborative Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
3D Virtual Worlds ◽  
Information And Communication ◽  
Changing Trend ◽  
The Impact

With the advancement and increasing adoption of information and communication technologies, 3D virtual worlds, being a part of these revolutionary forces, have the potential to make a major contribution to design education as a new teaching and learning environment. Considering this changing trend, we have been employing 3D virtual worlds in the design curriculum over the past decade. To critically understand the impact of the technologies on design education, this chapter explores and demonstrates three different assessment methods of 3D virtual worlds in design education, through three case studies. The chapter also concludes with insights into the applications of virtual environments in collaborative design teaching.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

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