How teaching with Technology integrates with Adult Learning Theory

Malcolm Knowles introduced his theory of adult learning (andragogy) in the 1970’s. The theory’s related principles of how adults learn and what methods teachers use for instruction, sees adult learners as active participants in the process of building knowledge, understanding and skills (Jarvis, 2010, pp. 141-195).

So how does a learning theory from the 1970’s relate to the use of technology in learning today?

Well just like technology, Knowles’ theory has continued to be adapted over the years (Jarvis, 2010, pp. 106-111). Today, good practice andragogy is centred even more on the learner and therefore lends itself to more learner- centred teaching methods such as, active participation through group work/ discussions and the integration of project-based/ interactive learning activities, and also facilitation decisions based on student needs to build on current knowledge and skills. In the right situations, technology has the ability to assist in facilitating these interactive and collaborative activities. What teachers must be careful of though, is that their choices of technology used in facilitation methods and activities are appropriate and/or relevant to the learning situation.

Have a look at this video on the use of Educational Technology based on learning objectives.

Knowles, M. et al. (2015) reminds us of adult learning principles such as, ‘the learner’s need to know’ and ‘prior experience of the learner’. If we take these into consideration when choosing appropriate technologies in adult learning, we are in a better place to develop students knowledge and skills through learning activities that provide opportunities to interact and participate, and in turn meet the needs of the group. The use of technology in and of itself is likely to be ineffective.

Technology and the learners need to know

Learners will want to know:

• how the technology will assist in their learning.
• if the technology used is relevant to their industry area.
• if the technology used will be helpful in acquiring specific knowledge and skills related to their industry.

Technology and prior experience of the learner

• Consider the needs of the group when implementing any technology.
• Is the technology relevant to industry needs?
• Is the technology relevant in building knowledge or skills required in industry?
• Do the students know ‘how’ to use the technology effectively for learning? (do you need to teach students ‘how to use’ the technology first?)
• Is the technology accessible to all students
• Can the technology be implemented and used in facilitating learning to students at different levels of experience and/or expertise?

In summary of the above, it is not effective practice to include a piece of technology simply because it looks good or is the next best thing.

Implementing the right technology can be difficult and challenging. These difficulties could be attributed to organisational barriers, teacher training/ proficiency (digital literacy), deciding what is effective and relevant technology, student digital literacies, and even information overload for students.

When we align our use of technology with adult learning principles though, we may be able to reduce any difficulties/ challenges associated with using technology in adult learning.

References:

Adult Learning Australia. (2021).  Lifelong learning for a fairer Australia. https://ala.asn.au/adult-learning/the-principles-of-adult-learning/

Jarvis, P. (2010). Adult education and lifelong learning : Theory and practice. ProQuest Ebook Central https://ebookcentral.proquest.com

Knowles, M. S., Holton, I. E. F., & Swanson, R. A. (2015). The adult learner : The definitive classic in adult education and human resource development. ProQuest Ebook Central https://ebookcentral.proquest.com

SanBdoCitySchools. (2018, April 19). Choosing Technology Based on Learning Objectives. [Video file]. YouTube. https://www.youtube.com/watch?v=mOYIMVqJnyA