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2013 Aging in America

Session: Technology & Lifelong Learning

Welcome...

Emerging digital technology research has primarily focused on digitally fluent student populations. Very limited research has been devoted to the lifelong learner with dysfunctional technology habits. Recent studies have emerged which considers fostering digital literacy among lifelong learners. The Technology Integration for Lifelong Learners (TILL) Capstone Project has been developed to address this digital literacy gap. A Pre-Technology survey was used to determine technology usage and to develop individualized technology plans. A Post-Technology survey was carried out to determine what technology integration strategies were effective to the lifelong learner. Results revealed that dysfunctional technology habits are more pervasive than previously considered. This indicates that no assumptions can be made about digital dysfunction and instructional strategies are practical for lifelong learners.

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Technology Integration

for Lifelong Learners

Tracy F. Anderson, EMDT Candidate

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Introduction

Technology Integration for Lifelong Learning (TILL) draws on the findings of my Capstone research to address dysfunctional technology habits of lifelong learners through interventions and individualized technology plans.

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Lifelong Learning

Asynchronous learning through the Internet, are becoming major vehicles for fulfilling the needs of Lifelong Learning (Bellar, 1998).

Literature Review

Originally, the impetus of my Action Research dealt with creating social education and technology integration within a state funded public defender agency. However, due to circumstances beyond my control, the research was modified in its scope to include an informal instructional setting and the audience was changed to lifelong learners. However, much of the research was applicable to the new topic: Technology Integration for Lifelong Learners (TILL). One of the fundamental challenges for the 21st century learners is not only what they learn, but also how and when they learn (Looi, Zhang, Chen, and Wong, 2010). With the growing use of social media, technology, and digital learning environments research revealed several trends. Douglas and Johnson (2010) concluded to meet the diverse learning challenges of large groups and to take advantage of technological innovations there was greater use of online learning options. This approach offered the opportunity to integrate learning theory with skills training in a self-paced online environment. Students’ benefit when they are part of learning communities (Streitwieser, Light, & Pazos, 2010). Looking at current technology such as social media, online learning, and emerging technology as assets to education, Livingston (2010) posited, teachers must find ways of integrating the use of the Internet not only into the mission statement, but also into the curriculum itself. Research conducted supported that formal and informal legal education should move to social learning environments and advance the application of emergent technologies.

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Literature Review

Learning is Social

Emerging digital technology research has primarily focused on digitally fluent student populations. Very limited research has been devoted to the lifelong learner with dysfunctional technology habits. Recent studies have emerged which considers fostering digital literacy among lifelong learners. The Technology Integration for Lifelong Learners (TILL) Capstone Project has been developed to address this digital literacy gap. A Pre-Technology survey was used to determine technology usage and to develop individualized technology plans. A Post-Technology survey was carried out to determine what technology integration strategies were effective to the lifelong learner. Results revealed that dysfunctional technology habits are more pervasive than previously considered. This indicates that no assumptions can be made about digital

dysfunction and instructional strategies are practical for lifelong learners.

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Bridging the technology gap...

Individualized technology plans
One-to-one instruction

The focus of my AR project will determine the best practices for technology integration for lifelong learners. The problem identified was how to meet the technology and digital literacy needs of adult learners at various stages of work and life. The proposed solution is to incorporate solutions to improve technology integration and digital literacy to align the audience’s level of basic technology usage and expectations.

The goal for my Action Research project is to lead a cooperative inquiry research project in which a target audience of lifelong learners is engaged as co-researchers. Together we will explore individualized technology strategies to approach digital and technological challenges routinely faced in their daily lives. This strategy supports my proposed solution to create positive behavioral changes in the TILL participants regarding dysfunctional use of technology.

I expect my target audience to have basic technology and digital knowledge. They must be willing to integrate technology solutions. My hope is that they will adopt new attitudes about the benefits of technology and digital tools.

We will collaborate as co-researchers to troubleshoot dysfunctional technology behaviors and come up with timely and effective solutions. Most importantly, to change the behavior of how the team approaches ever-changing technological issues.

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Methodology

Technology Integration
Pre-Survey
Post-Survey
Interviews

Cycle 1 implementation began with the TILL target audience being contacted by phone or in person and asked think of some TILL protocols. It was decided that all participants must adhere to the following guidelines:

Basic computer technology checks.
Internet service provider, preferably Wi-Fi.
Confirm that technology is compatible.
Gmail accounts.

Next the learners were asked to consider any applications or technology they would like further instruction provided. The researcher and participants confirmed email addresses and cellphone numbers for communication.

Cycle 2 implementation commenced under basic technology guidelines. All TILL participants met to the following TILL technology guidelines. These included basic computer fluency; Internet access; a Gmail account; and an iPhone, iPad or iTouch.

Cycle 1 implementation began with the TILL target audience being contacted by phone or in person and asked think of some TILL protocols. It was decided that all participants must adhere to the following guidelines:

Basic computer technology checks.
Internet service provider, preferably Wi-Fi.
Confirm that technology is compatible.
Gmail accounts.

Next the learners were asked to consider any applications or technology they would like further instruction provided. The researcher and participants confirmed email addresses and cellphone numbers for communication.

Cycle 2 implementation commenced under basic technology guidelines. All TILL participants met to the following TILL technology guidelines. These included basic computer fluency; Internet access; a Gmail account; and an iPhone, iPad or iTouch.

Assessment and Evaluation Tools

Each group of learners will participate in different surveys, interviews, performance tasks, and self-reviews for the Capstone assessments.
Pre and Post Technology Surveys were created to determine level technology usage and digital fluency. Interviews will show the trainer the specific application and software the learner uses and offers a space to determine a plan for technology implementation. Performance tasks will show if the learner is able to put the technology in practice.
A self-review checklist will be developed to determine if the learner’s expectations were met and to record the level of satisfaction with prescribed technology and applications.
The target audience will be using primarily Apple devices to include iPods, iTouch, iPhone, Mac Book, and iMac.

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Photo attributed to Brenda Hallowes retrieved from http://www.flickr.com/photos/11115086@N00/4276498711/

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Results

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Conclusion

Technology Integration for Lifelong Learners

Thank you!

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Resources

Photo retrieved June 13, 2012 from http://www.redbubble.com/people/hagen/works/2005113-please-cite-my-papers

Anderson, T. (2011). Creating social education in a legal environment. N.p., n.d.

Retrieved from June 13, 2012

http://tracyfjanderson.files.wordpress.com/2011/08/andersontracylitrevie

w7nov11edit-version1.pdf

Bellar, M. (1998) The crossroads between lifelong learning and information

technology: A challenge facing leading universities. Retrieved June 12, 2012

from http://jcmc.indiana.edu/vol4/issue2/beller.html

Douglas, K., & Johnson, B. (2010). Legal education and e-learning: Online fishbowl

role-play as a learning and teaching strategy in legal skills development.

eLaw Journal: Murdoch University Electronic Journal of Law, 17(1).

Retrieved from Academic Search Complete.

Lindberg, C.M., Carstensen, E.L. and Carstensen, L.L. (2010). Lifelong learning and

technology. Retrieved June 13, 2012 from

http://www7.nationalacademies.org/bose/Lindberg_et%20al_Commissione

d_Paper.pdf

Livingston, L. (2010). Teaching creativity in higher education. Arts Education Policy

Review, 111(2), 59-62. doi:10.1080/10632910903455884

Looi, C., Seow, P., Zhang, B., So, H., Chen, W., & Wong, L. (2010). Leveraging mobile

for sustainable seamless learning: a research agenda. British

Journal of Educational Technology, 41(2), 154-169. doi:10.1111/j.1467-

8535.2008.00912.x

Streitwieser, B., Light, G., & Pazos, P. (2010). Entering the community of

practitioners: A science research workshop model. Change, 42(3), 17-23.

Academic Search Complete.

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Contact Information

Tracy F. Anderson

TILL Instructional Designer

tracy.anderson629@gmail.com

http://tracyfjanderson.wordpress.com/

Meet me at the cloud!