Adult learning theory and technology

Fidishun, D. (2000). Andragogy and technology: integrating adult learning theory as we teach with technology. Retrieved August 7, 2007, from http://markmcmanus.ca/Resources/Adult-Learners-Integrating-Adult-Learning-Theory-with-Technology.pdf

Summary: This article starts off by addressing the issue of technology in the classroom in higher education. The author states that while instructors plan to use technology, they must consider adult learning theory in their planning. This is important in order to gain the full effect. The author then goes on to explain andragogy, or adult learning theory. This article focuses on six aspects of the adult learning theory and relates each aspect with the use of technology in the classroom.

1) The Learner’s Need to Know: Adult learners need to know why they need to learn what they are learning. They need to know how it will benefit them in the future. The author suggests using technology to allow the students to have an ongoing discussion about what they anticipate learning and reflect upon what they are learning.

2) The Learner’s Self-Concept: Most adult learners were taught to be dependent on the teacher, but adult educators try to help them more independent and self-directed. Technology can help with this by allowing students to work at their own pace and even skip sections that they may already know. The author mentions that there may be students who resist being more self-directed. She suggests giving the students “short, directed, concrete online tasks” to help them become more independent (2000 p. 3).

3) The Role of the Learner’s Experience: Classes for adult learners must allow the students to share their own knowledge and experience. A major part of this is reflective learning, which can be done in an online environment.

4) A Student’s Readiness to Learn: It is important for technology to be used in a way that is related to the students’ needs and life. It must be used in context and be relevant to the class.

5) The Student’s Orientation to Learning: This is similar to #4 in that a student wants to learn tasks that they can apply to their life outside of the classroom.

6) Student’s Motivation to Learn: Most adults respond to internal motivation. They are most likely in school to improve their job status, self-esteem etc. Allowing students to give input into the use of technology in the classroom can help make them more responsible for their learning.

If these areas are all taken into consideration, the use of technology in the classroom will be effective.

Response: I thought this was a short, but informational article. It is true that many teachers can get caught up with the excitement of using technology in the classroom but forget the purpose of using it. This is similar to another article I reviewed that focused on learning styles, but the focus is different. The main idea is that as instructors, we must choose carefully and have a reason for the choices we make. We can’t just use the internet every day because it’s fun; it has to serve the learners’ needs. It must be relevant to their lives and allow for them to be self-directed and involved in their own learning process.