- Part 1: Interest and Aptitude for Technology
- Part 2: The Supplier Ecosystem
- Reasons the resource has implications for the adult education field;
- Resource’s potential use; and,
- Most significant or useful features to the target audience(s).
- Pre-reading questions that can be used for individual reflection, journaling, or class discussion.
- Vocabulary-building exercises
- Word attack strategies
- Comprehension questions
- Grammar lessons and practice exercises
- Writing tasks
- Graphic organizers
- Digital story progress sheet
- Paragraph writing checklist
- Level 6 scope and sequence
- The variety of technology integration options in ESL instruction
- The role of digital literacy instruction in reducing the digital divide
- The role technology can play in problem-based learning
- The benefits of using technology to support learner-centered instruction at all levels of ESL and in various learning environments
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Abstract:
Adult education has evolved from informal, oral traditions to structured programs that address the changing needs of society. This article traces its historical roots from early evening schools and trade education to modern community colleges and workforce development initiatives. It explores the relevance of adult learning through andragogical principles, emphasizing its problem-centered approach and immediate application. Finally, it highlights the profound impact of adult education, showcasing its role in personal growth, economic mobility, and community engagement.
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Abstract:
California’s Education to Career Network of North San Diego County (ETCN) illustrates how regional adult education consortia can translate policy mandates into measurable gains for learners. Leveraging government assistance from the California Adult Education Program (CAEP) and the Workforce Innovation and Opportunity Act (WIOA), which provide the primary funding and mandates for adult education in the state, ETCN implemented a suite of integrated initiatives between 2021 and 2025: consortiumwide adoption of the Canvas learning-management system; single sign-on access through Google Workspace; embedding Northstar Digital Literacy modules in ESL curricula; an intensive, data-tracked professional development and instructional-coaching model; and a large scale digital badging system (ETCN, 2019; ETCN, 2022; ETCN, 2023a; ETCN, 2023b; ETCN, 2025). These initiatives were driven by policy recommendations to improve digital literacy through the integration of technology in instruction and to provide flexible learning options, such as distance and hybrid education, to better accommodate the needs of working adults (OTAN, 2023). Furthermore, the case study provides an analysis of TOPSpro Enterprise data, consortium improvement plans, and coaching logs to demonstrate significant outcome improvements. Metrics such as student persistence rose from 57.6% to 71.3%, measurable skill gains (MGS) increased 21 points to 58% (including a 28-point jump in Career Technical Education), and transitions to postsecondary education climbed 3.4 points. Findings from the case study suggest that sustained public investment in adult education digital infrastructure, integrated curricula, and job-embedded teacher support in the form of instructional and technology coaching, aligned with policy goals, can substantially enhance adult-learner engagement, skills acquisition, and pathways to postsecondary learning and career opportunities. ETCN provides a replicable model for data-driven innovation in adult education.
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Abstract:
Adult education learners often question the relevance of traditional mathematics curricula, particularly when academic concepts feel distant from the realities of work, family responsibilities, and financial pressures. This article describes the development and implementation of financial algebra, an applied mathematics course designed to provide adult high school diploma students with practical, real-world financial skills. Motivated by low engagement and poor persistence in geometry, the previous terminal math option, program leaders developed a contextualized, project-based, and technology-integrated course aligned with College and Career Readiness Standards. Since its launch in August 2025, financial algebra has led to significantly higher attendance, stronger student engagement, and positive learner outcomes. Students demonstrated increased confidence, improved financial decision-making skills, greater digital literacy, and a deeper understanding of how mathematics connects to their daily lives. The impact of financial algebra suggests that contextualized financial literacy instruction can strengthen workforce readiness, promote financial resilience, and support long-term economic empowerment for adult learners.
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Abstract:
This publication series, Learning for Life: The Opportunity for Technology to Transform Adult Education, explores technology readiness, access, and use within various adult education delivery channels.
Resource URL
Publication Year
2015
This publication series, Learning for Life: The Opportunity for Technology to Transform Adult Education, explores technology readiness, access, and use within various adult education delivery channels, as well as market opportunities, program decision-making processes, and the supplier ecosystem for instructional resources. The research and analysis featured in these publications will assist suppliers, investors, policy professionals, and institutions as they explore opportunities in the adult education market.
This report is based on comprehensive research conducted on the role of and potential for instructional technologies in the U.S. adult education field through a national survey of more than 1,000 adult educators and program administrators to determine their interest in, aptitude for, and current use of technology-based instructional resources.
There are two parts to this series:
What the experts say
The data and information gathered in this study provides credible and current input to help the field of adult education increase the effective use of technology to reach more adult learners. The recommendations that resulted from this study promise to create more collaborative efforts to fill the technology gaps that currently challenge programs and to promote the development of content that specifically addresses adults, especially through mobile devices.
This national survey of adult basic skills practitioners' access to and use of technology is unique. For adult educators, the greatest value may be as a platform to engage their students and colleagues in discussions about access to and use of technology for education purposes. The survey can stimulate valuable discussion, as is evidence by the LINCS community of practice discussion featuring the resource's lead author. Teachers could administer a modified version of this survey in their classrooms to open up a discussion of technology with learners. Several of the graphs may be useful for teachers to share with their students (e.g. Benefits of Technology in Education, Estimated Smartphone Ownership Among Adult Education Students).
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 issue brief, one of the resources in the suite of materials “Integrating Digital Literacy into English Language Instruction,” presents a broad overview of digital literacy as it relates to adult learners in English language acquisition programs.
Publication Year
2015
This Issue Brief synthesizes current research and presents perspectives on digital literacy in English language acquisition. It includes an introduction to the definitions of literacy that are expanded to include digital literacies. The concept of “digital divide” is reframed as a continuum of digital skills, including the language, technology and problem-solving skills required for participation in everyday digital contexts. Because technologies and their uses continually change, requiring different skills, everyone is a learner with respect to digital literacy. This shifts the role of the teacher to that of a co-learner, in addition to orchestrating learning. Although the Brief can be used as a stand-alone resource, it also provides the foundation to the other resources in the suite of materials “Integrating Digital Literacy into English Language Instruction.”
Benefits and Uses
The benefits and uses section will include the:
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:
Examination of digital literacy acquisition learning experiences designed to prepare prisoners for re-entry (a case study)
Publication Year
2015
This case study examines the experiences of incarcerated adult males enrolled in a component of a re-entry program, Digital Literacy Acquisition, and is a segment of a larger focus on the reentry process for successful reintegration of prisoners into society and life. This study takes place in the Orleans Parrish Prison (OPP), located in New Orleans, Louisiana and provides insightful information on the role of digital learning relative to rehabilitative efforts of re-entry programs within a correctional facility.
The model examined in this case study is one that is self-paced, reinforced, tutor facilitated and offers online support for goal directed, learner specific content that is customizable and shareable across varying programs for use by different facilitators. The intent is for participants to learn the relevance of digital literacy to their lives, confront and overcome their fear of technology, and acquire a strong sense of self-confidence.
This study explores a range of relevant topics that are specific to the adult re-entry population such as: The learner experience; Relevance; Moving from fear to confidence; Developing self-efficacy and self-confidence; Empowerment; Changing self-identity and imagining possible futures, as well as, the benefits of mentoring and implications
Benefits and Uses
This case study is an insightful resource for Adult Education programs, educators and administrators, as well as for policymakers; community based partners and re-entry professionals. It provides classic examples of threats that can prohibit, or limit Digital Literacy training programs in a correctional facility, as well as offers practical workable solutions and justifications for ongoing program development.
Adult learners who are reintegrating back into society after years of separation offer examples of real and perceived technologically based challenges, barriers and weaknesses related to self-efficacy, workplace skills and soft skills, which are addressed by this study to elicit descriptive examples of a Digital Literacy Acquisition program model that works.
The most significant feature for the target audiences is that the model can be adapted and incorporated into a more extensive model that offers wrap around services to facilitate incorporation into a successful re-entry process that can aid in the reduction of recidivism on both national and global levels.
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 course pack embeds fundamental English and computer literacy learning in a project-based curriculum that is designed to meet adult education learning outcomes that are roughly equivalent to grades 7.5 to 9 in the K-12 system.
Resource URL
Publication Year
2015
This course pack is part of the BC Open Textbook project. BC Reads: Adult Literacy Fundamental English – Course Pack 6 embeds fundamental English and computer literacy learning in a project-based curriculum. Course Pack 6 provides activities to promote adult literacy skill acquisition as learners create their own digital story. The pack includes links to 11 level-appropriate texts and learning videos that support the learner's literacy development and engages them in relevant readings and examples of storytelling. BC Reads: Adult Literacy Fundamental English – Course Pack 6 highlights the use of graphic organizers to help learners organize their thinking and writing. It also includes activities that introduce and help learners use digital skills as a part of the process of creating their digital story (e.g., using the computer to find information, adding audio or images, storing folders on a computer).
The course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 6, as outlined in the ABE in BC 2014/2015 Articulation Handbook, which is roughly equivalent to grades 7.5 to 9 in the K-12 system.
The course pack contains:
What the experts say
This multilayered, multilevel resource offers adults at many levels of literacy and language ability an opportunity to learn how to develop their own stories in digital format. It also provides an opportunity to gain or strengthen their existing skills to use language in face-to-face and electronic settings to communicate deep truths, and/or simply to strengthen their abilities to use language in ways they determine to be important and useful.
Due to time constraints, adult education teachers in the U.S. probably should not implement it in their classrooms in its present form. Rather, BC Reads should be included as a resource as a well-crafted example for curriculum designers of how to organize and deliver project-based learning. Given the presence of trauma in the lives of many adult learners, some learners may attempt to tell personal stories that are very painful and psychologically damaging to recount. The authors of the resource are aware of this risk, and there is mention that learners should avoid such stories. Yet, at least two of the exemplar personal videos in the resource deal with traumatic events.
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 companion learning resource, Integrating Digital Literacy into English Language Instruction, provides numerous examples of instructional models, strategies, tools, and tasks for integrating digital literacy into English language acquisition instruction.
Publication Year
2016
This Companion Learning Resource provides a synthesis of the main ideas and practices in several existing seminal resources from the adult English language learner (ELL) resource collection. It also extends and expands upon these resources by offering many hands-on ideas and techniques to help practitioners integrate digital literacy instruction into adult ELA classes. .
Highlights of key concepts and practical strategies include:
Benefits and Uses
Formatted as a digital magazine, this clickable PDF contains embedded resources and links to websites that encourage users to delve deeply into the areas of greatest relevance. It includes task-based lesson plans, problem scenarios, open educational resources, and digital literacy tasks that integrate language development, information literacy, and technology integration. Practitioners are able to link to concrete examples taken from multiple sources including, where relevant, from other contexts (e.g., K–12 education).
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.