- 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).
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Abstract:
In an increasingly interconnected world, the ability to navigate digital landscapes has become essential for flourishing as an individual and for maintaining family bonds and cultural identities. Immigrant families, particularly those with young children, face a unique set of challenges and inequities that can significantly influence their access to economic opportunity, involvement in their children’s education, and civic engagement. Through this article, we summarize available data on digital inequity, explore current digital literacy practices among immigrant families, and propose implications for family literacy programs. The aim is to bridge what is known about the barriers that immigrant families face with an asset-based approach that builds on their diverse, everyday digital literacy practices. We recognize how immigrant families’ digital literacy practices can shape family literacy programming, including several practices such as sustaining transnational connections, sharing and maintaining cultural and linguistic funds of knowledge, engaging in intergenerational learning experiences, and applying a cultural lens to navigate a complex technological landscape. Accordingly, we suggest that family literacy educators build on immigrant families’ existing digital skills, usage, and access; create opportunities to actively and critically engage with technology; and design for digital equity.
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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:
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:
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.