- Coaching is most meaningful to teachers when it is content-specific and stimulates collaboration between coaches and teachers in a coaching relationship.
- Long-term coaching is more impactful than one-shot professional development opportunities because it allows for more responsive coaching and relationship-building between the coach and teacher, in turn having the most impact on the teacher’s practice.
- Coaching for technology integration should be based in the understanding that technology is in service of specific content and supports developing higher order skills as well as effective teaching practices.
- Basic computer skills
- Internet
- Windows OS
- Mac OS
- Social media
- Microsoft Word
- Microsoft Excel
- Microsoft PowerPoint
- Information literacy
- Supplement the instructor
- Design for life
- Engage the learner
- Build the community
- Connect the dots
- What are OER? A definition of the resource category.
- Why use OER? Highlights top benefits for administrators, educators and students, including reducing cost and increasing efficiency.
- Supporting educators with OER guides administrators on how to support educators in using OER.
- How to make OER work for you guides educators to try OER and adapt OER for their own use. This section also includes information on educator communities where teachers can learn and share advice with peers.
- LINCS Learning Portal points administrators and educators to related professional development resources.
- Meeting the needs of adult learners: an overview of the math skills gap in the United States, the need for high-quality adult education and training experiences, and how the Power in Numbers initiative has addressed these challenges.
- The opportunity in OER: an introduction to OER and its potential benefits for the classroom, including reducing cost and increasing efficiency.
- Making OER work for you: an outline of three actionable steps for educators to easily use and adapt OER for their specific needs.
- How to get started: a list of recommended OER resources, tips and best practices.
- Lessons learned: a real-life case study from Affordable Learning Georgia on how adopting OER saved textbook costs and increased success for its university students.
- Developers can shift from occasional to long-term user engagement throughout the product development process.
- Employers can engage in the creation and classroom integration of tech tools.
- Administrators can seek out research and data in adult edtech efficacy to inform purchase decisions.
- Educators must receive professional development to effectively integrate tech tools.
- Funders can collaborate with employers to sponsor adult edtech tool development that addresses skills gaps in the workforce.
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Abstract:
This review discusses four online articles that provide essential background and useful instructional approaches for teaching digital literacy and digital problem solving in adult basic education classrooms and beyond.
Publication Year
2017
This article overviews four open access online articles that address teaching digital literacy and digital problem solving to adult learners. The four authors--Harris, Quann, Rosen, Vanek--of the articles reviewed, emphasize the need for adult digital literacy instruction that moves beyond teaching adults basic literacy skills so that they leaner skills that are relevant to college and career settings. Furthering this idea, each article reviewed identifies the need for adult learners to learn how to apply digital skills across a wider set of experiences than testing, drill and practice activities. They also all agree that tasks for teaching digital problem solving should be relevant to learners’ needs and contexts for use outside of the classroom. The reviewers identify key ideas, tips, and strategies for providing adult learners a more robust digital literacy learning experience. They highlight that basic digital literacy skills can be learned in the context of digital problem solving rather than as gatekeeping skills for more advanced skills, including four categories in the English language learner classroom: basic skills, creating and communicating digitally, finding and evaluating information online, and problem solving in technology rich environments. The reviewers also touch on the role of the teacher, and which tools to use when teaching digital literacy skills. The reviewers propose that transformative learning is more likely to occur when basic skills are are situated in authentic digital problem solving activities, such as locating resources, navigating, creating, and communicating while completing real world learner-centered activities.
What the experts say
A key issue for adult education teachers or instructors is that basic digital literacy skills are essential, but not sufficient for preparing adults for post-secondary education, jobs and careers. From Digital Literacy to Digital Problem Solving emphasizes that digital literacy skills in adult education classrooms need to be combined with higher levels of problem-solving. Since many adult educators bring students to computers to fill out multiple-choice questions designed by workbook editors or to complete essays, which can be difficult because of limited keyboarding skills, the questions of how to use computers and digital literacy in the classroom to extend learning are important. It is equally important that the cognitive task combined with the stress of using new technology doesn't overwhelm students leaving them incapable of completing either. This discussion and a serious self-reflection on teaching with technology will be beneficial for adult education instructors and administrators.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This paper examines how to best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively.
Publication Year
2017
This report examines the role of technology in the 21st century classroom and how to best provide teachers with the time, support, and space to learn how to use technological tools and resources effectively to support deeper learning. Although coaching and mentoring are sometimes used interchangeable, they involve slightly different relationships between the two parties involved. Coaching suggests a partnership-type relationship in which the coach encourages growth by sharing their expertise through a sustained professional dialogue aimed at developing instructional skills. Mentorship implies a hierarchical relationship in which the mentor serves as a role model.
Just as there isn’t one way to teach, there isn’t one way to coach. There is still much to be explored and studied when it comes to creating and implementing impactful coaching programs. Existing literature suggests that:
What the experts say
There can be feeling of urgency in determining how to implement technology into classrooms. The authors contend that thoughtfully considering how teachers are trained to roll out, implement, and evolve the use of technology in their classrooms is a much-needed dose of slow and steady deliberateness.
Program administrators and instructors will find the resource is helpful in understanding how adult learners learn and the different ways to assess student learning. It can also be used to foster higher-order thinking skills in teachers and help them model the skill sets and mindset that will positively impact students lives.
Uses will note that the theoretical framework underlying the narrative is not specifically from the field of adult education, but education more broadly. However, all the techniques and recommendations within the resource can be meaningfully applied in adult education classrooms.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This webinar is an introduction to blended learning—a teaching and learning model that combines face-to-face instruction with online learning.
Resource URL
Publication Year
2017
This online presentation, developed by the Commission on Adult Basic Education (COABE), describes blended learning, an instructional approach that integrates face-to-face and online learning. The percentage of instruction delivered online is what differentiates blended learning from distance learning and web-facilitated instruction. In blended learning, online learning constitutes between 30 and 79 percent of instruction compared to less than 30 percent in web-facilitated instruction and 80 percent or more in distance learning. Online learning can be offered in real time or asynchronously and can range in complexity and cost from online lessons stored in free online filing systems, to sophisticated online platforms that offer multiple features.
There is evidence suggesting that blended learning has some advantages over traditional classroom instruction. This presentation includes information further explored in the report, Blended Learning for the Adult Education Classroom. For example, the presentation shares data from the report indicating that Texas adult learners who received up to 50% of their instruction online outperformed those who attended traditional classes and those who received more than half of their learning online. A 2010 meta-analysis published by the U.S. Department of Education’s Office of Planning, Evaluation and Policy Development found that K-12 and higher education students learning online performed modestly better than counterparts learning the same subject matter through traditional face-to-face instruction.
Examples of how adult education teachers are using blended learning are provided as well as strategies for ensuring that students have access to technology and free blended learning tools.
What the experts say
This webinar provides a clear and useful introduction to blended learning and is suitable for new and veteran adult education teachers. The presenter reviews principles of blended learning and the reasons why instructors may wish to use it with their students. These reasons include acquiring digital literacy/online skills, providing a way for students to make up missed class work, and extending available learning time.
Recognizing that the webinar is simply an introduction, the presenter frequently refers participants to Blended Learning for the Adult Education Classroom, a more in-depth report also included in the LINCS Resource Collection. The Blended Learning report identifies additional resources that will help adult education practitioners and adult education students make more effective use of online resources and formats.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This open-access version of the Northstar Digital Literacy Project assessments can be used for assessing digital literacy skills to inform instruction.
Resource URL
Publication Year
2018
The Northstar Digital Literacy Project offers online learning modules and assessments in ten categories:
What the experts say
Learners must be digitally literate in order to find and succeed in a career with family-sustaining wages. The Northstar Digital Literacy Assessment is a group of standards-based interactive assessment modules that measure adult digital literacy skills at a basic level. Each assessment moves the learner up a level in their digital literacy skills. The lessons are simple and easy to understand and navigate.
Many adult education teachers are seeking introductory courses in computer/digital literacy for themselves and their students. The Northstar Assessments are widely used in the fields of adult basic skills education and digital literacy skills. Designed specifically for adult basic skills (including ESL/ESOL) learners, the project began with designing a set of digital literacy standards that are acceptable to public libraries, adult basic skills educators and employers in Minnesota. The standards are based on the needs of low-literate adults as perceived by adult educators, librarians, and employment and training services specialists.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This report explores the potential for technology to enhance the teaching and learning of advanced math skills for adults.
In the second of three reports, Power in Numbers examines opportunity areas for technology to drive impact for adult learners. We propose that edtech investors and developers focus on five key opportunity areas, and invest in technology solutions to improve adult education outcomes. Each opportunity area represents a framework for analyzing technologies to achieve maximum impact.
They are:
Benefits and Uses
This document is the second in a series of three reports on the state of the technology market for adult learners.
The first report highlighted many problems that technology solutions face in serving the unique needs of adult learners. This report focuses on solutions and makes the case for further investment in technologies that can be transformative for adult education.
Through the lens of five opportunity areas, the report highlights technology solutions and applications that have the potential to greatly impact adult learning outcomes, if given the required attention and funding.
We aim to draw attention to adult education as a field ripe for investment and innovation to would-be funders. For those already invested in the field, we hope to provide a framework for analyzing the impact opportunity of future investments.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
These resource sheets for administrators and educators are part of the Power in Numbers initiative funded by the Office of Career, Technical, and Adult Education (OCTAE). Power in Numbers aims to help adult students receive the higher-level math skills they need to succeed. This resource provides administrators and educators with an understanding of what open educational resources (OER) are, why they are useful and how to get started using them.
OER: Accessing high-quality learning resources, for free (for Administrators and Educators) is a resource designed for administrators and educators interested in exploring open educational resources (OER) for the adult classroom. The guide comprises four key components:
Benefits and Uses
This introductory resource is aimed at adult learning administrators and educators interested in exploring open educational resources (OER) for the adult classroom. The resource sheet includes actionable advice and recommended online resources for them to get started with OER.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This introductory guide for educators is part of the Power in Numbers initiative, funded by the Office of Career, Technical, and Adult Education (OCTAE). Power in Numbers aims to help adult learners receive the higher-level math skills they need to succeed. This guide provides educators with step-by-step instructions for identifying, reviewing and remixing high-quality OER.
Improving Math Instruction with Open Educational Resources is an introductory guide that provides step-by-step instructions for identifying, reviewing and remixing high-quality OER. This resource is aimed at adult learning educators interested in exploring open educational resources (OER) for the adult classroom. The insights are drawn from the experiences of educators who hail from 21 states and a variety of classroom types—including community colleges, community centers, correctional facilities and local education agencies. The guide is comprised of five sections:
Benefits and Uses
This introductory guide is aimed at adult learning educators and administrators interested in exploring open educational resources (OER) for the adult classroom. The guide includes a list of actionable tips and recommended online resources for educators getting started with OER. Educators and administrators can also present this guide when hosting OER meetups or discussions.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This report explores how improving the process by which edtech is developed and deployed in the marketplace can result in greater classroom impact for adult educators and learners.
In this third report Power in Numbers examines how edtech stakeholders can rethink the development and deployment process to ensure greater learner impact. We identify three typical pathways by which edtech comes to market and enters the classroom, and the common pitfalls that limit edtech impact.
Through this analysis, we determine key actions stakeholders can take to improve outcomes:
Benefits and Uses
This document is the third in a series of reports on the state of the technology market for adult learners.
The first report highlighted many problems that technology solutions face in serving the unique needs of adult learners. The second report focused on solutions and made the case for further investment in technologies that can be transformative for adult education. This third report unpacks why many edtech products experience suboptimal outcomes in terms of efficacy and utilization, and proposes solutions.
In identifying the roles that key stakeholders can play in improving edtech, the report identifies what an ideal product development and adoption pathway could look like, to the benefit of adult learners.
We aim to draw attention to the unique dynamics in adult education that key stakeholders can effectively address. We hope to provide a blueprint for decision-makers that can improve the process and, therefore, outcomes of adult edtech development.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019