| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ADULT LEARNERS MODERN TECHNOLOGY": |
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Adult Learners and Modern Technology, 2003.
Discusses educational needs of adult learners.
2,475 words (approx. 9.9 pages), 14 sources, $ 87.95
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Abstract
Considers two approaches to education: Andragony and pedagogy. Discusses adult education as a multifaceted process. Describes instructional technology. Examines the physical science concept and behavioral science concept, and the effectiveness of nonverbal instruction.
From the Paper
"This paper reviewed the effects of modern technology on the adult learner. Technological advances offer hope for the development of solutions to the adult education issue than will satisfy ..."
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Brain-based Research and Adult Learners, 2003.
Examines the importance of brain-based research when teaching adults.
2,300 words (approx. 9.2 pages), 12 sources, APA, $ 79.95
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Abstract
This paper discusses the importance of using brain-based education research for teaching adult learners. It examines findings from brain-based research, information regarding the adult learner, and the use of brain-based education for adult learners.
From the Paper
"This research paper presents the importance of using brain-based education research for the teaching of the adult learner. Findings from brain-based research information regarding the adult learner and the ..."
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The Adult Learner, 2005.
This paper examines the adult learner and his/her challenges.
2,250 words (approx. 9.0 pages), 3 sources, $ 89.95
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Abstract
This paper first defines the adult learner and compares that definition with that for the non-traditional student. The paper then address three of the challenges that face the adult learner: work demands, family demands and cognitive changes. Next, this paper addresses some of the ways that schools are assisting adult learners in meeting these challenges. The paper then concludes with some discussion on the writer's experience as an adult learner.
From the Paper
"The adult learner is becoming a more common sight in today's classrooms. At one time most common in continuing education classes, adult learners are now returning to school to get their bachelor's degree or master's degree. And interestingly, many of these learners are there because they want to be, not because an employer sent them to learn new skills. There are some challenges, however, that face the adult learner. Many times such students are involved in complex careers that place demands on their time. At other times, they may have families that need attention. And if adult learners are old enough, they may actually face cognitive challenges to the learning process. This paper will first define the adult learner, comparing that definition with that for the non-traditional student."
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The Adult Learner, 2004.
This paper discusses motivating the adult learner.
3,610 words (approx. 14.4 pages), 10 sources, MLA, $ 100.95
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Abstract
This paper explains that variations in the approaches to adult education and its delivery systems must be compatible with the results-oriented, learner-centered, and technology-based educational needs of the adult learner. The author points out that the success of adult education is dependent upon the role of instructors because adult learners consider instructors to be co-partners, assisting them in their learning system. The paper states that the core of motivating adult learners is to make them aware of the basic objectives of pursuing their education and reducing the various obstacles to their learning.
From the Paper
"A difference in the objectives of pursuing education by the children and adults are being noticed. The burden of the adults needs to be equilibrated with their basic goals of pursuing education. The different responsibilities of the adult learners inhibit their active participation in the education process. Besides, inadequate time, self-confidence, prospects of learning, inappropriate scheduling, delay, responsibilities of childcare etc also inhibits the learning process of adult learners. Practically, the report cards and gold medals do not drive the adult learners. They are more interested in practical learning experience that is capable of being used in their day-to-day working life. They, therefore, prefer more practical classes that increased their skill to the traditional theoretical classes. To exemplify, the adult leaner is more interested in learning a spreadsheet software package after knowing its usefulness in his working environment."
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Adult Learner Case Study, 2004.
This essay examines a case study in adult learning.
1,582 words (approx. 6.3 pages), 6 sources, MLA, $ 55.95
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Abstract
In this paper, the writer looks at a case study in adult learning. The writer examines several theories relating to the ways in which adults learn. The paper considers the theories of Knox, Cross, Knowles, Rogers and others. In this article, the writer shows how the case relates to each of the theories.
From the Paper
"Adults learn differently to children for several reasons, adults are autonomous and self-directed, they are goal-oriented, they are relevancy oriented, problem-centered, they need to know why they are learning something, they are practical problem-solvers, they have accumulated life experiences. All these factors mean that you cannot expect to teach adults the same way you teach children. Adults typically have different motivations for wanting to learn than children, such as making or maintaining social relationships, meeting external expectations, e.g. need for promotion, to learn to serve others better ... "
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Kinesthetic Learners in Technology Rich Classrooms, 2002.
Examines the impact and advantages that computer and technology learning has on kinesthetic learners.
4,601 words (approx. 18.4 pages), 18 sources, MLA, $ 119.95
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Abstract
This paper researches the impact of computer technologies on kinesthetic learners, one of seven learning intelligences identified by Howard Gardner in 1983. Because the characteristics of the kinesthetic learner include learning through touching, moving, interacting with space and processing knowledge through bodily sensations, only highly interactive technologies that appeal to this group such as multimedia, hypermedia, visualization, and interactive computer programs are included in this research. The research results of eight studies covering education and technology are summarized and then analyzed for their impact on learning and the learning process itself. These studies include:
The Challenge 2000 Multimedia Project
The Collaborative Visualization (CoVis) Project
The Apple Classroom of Tomorrow (ACOT) Project
SchoolNet /Rescol Report: The emerging contribution of
Online resources and tools to classroom learning and teaching
The American Culture in Context: Enrichment for Secondary Schools (ACCESS) Project
The Lehrer HyperAuthor Study
The Highly Interactive Computing Environments (HI-CE) research
The Lego/Logo Project.
Table of Contents
1.0 Introduction
2.0 Statement of the Problem
3.0 Hypothesis with Operational Definitions
4.0 Literature Review
4.1 Background
4.2 Computers and Kinesthetic Learning
4.3 Existing Research
4.3.1 The Challenge 2000 Multimedia Project
4.3.2 Collaborative Visualization (CoVis) Project
4.3.3 Apple Classroom of Tomorrow Project
4.3.4 American Culture in Context: Enrichment for Secondary Schools
(ACCESS)
4.3.5 SchoolNet /Rescol Report: The Emerging Contribution of Online Resources and Tools to Classroom Learning and Teaching
4.3.6 Lehrer HyperAuthor Study
4.3.7 The Highly Interactive Computing Environments (HI-CE) Group
4.3.8 Lego/Logo Project
5.0 Methodology
6.0 Results
7.0 Discussion
From the Paper
"Interactive technologies that are appealing to kinesthetic learning such as multimedia, hypermedia, and visualization in virtual learning environments hold great promise for enhancing the learning experience. A variety of research studies have produced results ranging from the ability of interactive computing not only to enhance the student?s ability to absorb complex information, but also to fundamentally reshape the learning process.
Interactive computing holds exciting potential to create student-controlled learning environments in which students are more responsible for their own instruction. And, interactive computing may change the learning behavior of students leading them to carry over the concept of information associations in multimedia and hypermedia into their own thought processes where they reach out to a broader range of external resources; form a greater consideration of who their information will be presented to; interact in longer-term projects with a broader context; and make stronger connections to subsequent learning and events."
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Education: Adult Learning and Technology, 2004.
A thorough overview of the options available for adult learning in the new technological era.
24,652 words (approx. 98.6 pages), 18 sources, MLA, $ 249.95
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Abstract
This paper discusses the adoption of new technologies to address the challenges of the delivery system in the adult education programs. The old and new technologies both are useful in the process. It explains how education must be so designed as to incorporate the most suitable technology that provides effective learning, cost effectively, and assisting people in quick learning. The suitability of the technology and its appropriate use in the educational process enables the learners to attain higher skills necessary to cope with the growing universalization. The writer states that it is therefore imperative that the choice of technology should be made with due care and is backed by proper design and planning. Concurrent assessment of the performance of the adopted technology should be under taken at regular intervals, and supplementation should be made for ensuring the better integration of the technologies. Technology cannot be avoided in the name of economy. Adult education is considered to be the most neglected area of education in terms of the financial allocations and, therefore, cannot be neglected in exploiting the available technological potentialities.
Introduction
Literature Review
Discussion
Software Used in Adult Education
Use of Video in Adult Learning
Use of Microcomputers for Adult Learning
Use of Technology in Adult Education in the Various States
Technology in Literacy Mission: Technology in Libraries
Use of Technology in Distance Education
Advantages of the Use of Technology in Adult Learning
Limitations of the Use of Technology in Adult Education
Recommendations
Rectifying the Limitations of Technology in Adult Education
Conclusion
From the Paper
"The transition of present day world is seen towards a more liberal and universal one. The individuals are required to know the ways to keep pace with the dynamism in order to cater to the needs of dynamic world along with simultaneous interaction for productively keeping hold of the associated systems. In order to make available an efficient educational atmosphere and cater to the educational needs of the common individuals in a cost effective and suitable manner it is essential to find out the better approaches. Improvement in the literacy mission is possible through technology. The technology assists in the construction of educational atmosphere that is best fit for meeting the requirements and goals and for making available new avenues to those that have no access to the previous learning systems. It encourages the students to be more resourceful and pioneering. The technology has reformulated our vision to deal with information, laying emphasis on self education from conventional teaching, making education a process through out life rather than confining to a particular period."
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Enhancing Adult Literacy through Technology, 2007.
This paper describes an adult literacy initiative using technology as an aide.
11,386 words (approx. 45.5 pages), 10 sources, APA, $ 223.95
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Abstract
This high-level paper examines adult literacy education through use of technology. According to the study, this approach enhances the learning experience and outcomes of the adult learner. This is accomplished through technological aides in the classroom and in distance learning initiatives. The adult literacy programs were implemented in order to train and retrain adult workers in order to optimize the workforce. The findings of this study also show that the adult learner and the world-at-large benefits from this enhancement in the educational provision of the adult literacy learner.
Table of Contents:
Discussion of Literature Reviewed
Findings of the Study
Limitations of the Study
Recommendations of the Study
Bibliography
From the Paper
"This research proposes that just as an adult must be literate in the languages, technology is in essence a language as well in which literacy acquisition begets the acquisition of literacy, which may indeed be transferable across-literacy just as language principles are transferable across language learning for the bilingual student. Technology is global in nature and is that spoken worldwide in many initiatives, efforts and processes. Technology is 'key' in adult literacy acquisition both in terms of the tools and aides provided and in the acquisition of the language of technology as well. "
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Technological Literacy of Technology Education Teachers, 2005.
This paper is a research proposal to survey industrial technology education teachers in the State of Arizona to determine their acceptance and use of the "Standards for Technological Literacy" (STL) and to assess standards-based training needs.
9,480 words (approx. 37.9 pages), 36 sources, APA, $ 194.95
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Abstract
This paper explains that, today, it is becoming increasingly clear that there is a growing need for technological literacy, but it is unclear how technology education teachers are making decisions on classroom practice based on the "Standards for Technological Literacy", which focuses on what every student in grades K-12 should know and be able to do in order to be technologically literate. The author states that the study will address the issue of assessing standards-based training needs through a critical review of the scholarly literature followed by a survey of what 7th to 10th grade technology education teachers in Arizona know about the standards, how they are using them and what the need for standards-based training. The paper relates that a Likert-type scale will be used to determine the acceptance and use of the STL and to measure the perceived needs of standards-based training.
Table of Contents
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Research Questions, Hypotheses or Objectives
Review of Related Literature
Background and Overview
Evolution of Literacy Standards in the U.S.
Components Influencing Student Learning
Curricula
Instruction
Learning Environment
Student Assessment
Features of AETL
Student Assessment Standards
Vocational and Technical Education Considerations
Industrial Technical Education in Phoenix, Arizona Today
Current and Future Trends
Methodology
Procedures
Population and Sample
Survey Instrument
Time Frame
Cost of the Research
Data Analysis Questions
From the Paper
"To date, thousands of technology teachers, science and mathematics teachers, and other educators and experts from around the country have collaborated in an effort to identify precisely what students in kindergarten through 12th grade should be learning about technology. This group, together with content specialists and representatives from the National Research Council (NRC) and the National Academy of Engineering (NAE), reviewed Standards for Technological Literacy and recommended modifications and additions. The resulting document, supported by both NRC and NAE, defined the study of technology as a discipline and provided a framework for individual teachers, schools, school districts, and states or provinces to develop technological literacy in all students. The research to date indicates that when schools provide students with a quality education in their primary language they provide them with two things: knowledge and literacy."
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SiRF Technology Holdings and Bluetooth Technology, 2006.
A look at how SiRF Technology Holdings has employed Bluetooth technology and the effect it has had on the future of SiRF Technology.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper examines how the employment of Bluetooth technology by SiRF Technology Holdings has positioned that company for enormous future success while allowing it to at least to some degree cut down on technological redundancies and upon unnecessary production costs. The paper also looks at the reasons behind the SiRF decision to acquire a Bluetooth firm, the manner by which the desired Bluetooth technology was implemented/integrated into SiRF's product lines, the relative success and/or failure of the initiative and what Bluetooth may wish to consider doing in the future.
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Adult Education and the Internet, 2004.
A look at the relationship between higher education, the Internet, and the adult learner.
5,316 words (approx. 21.3 pages), 17 sources, MLA, $ 131.95
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Abstract
This paper examines how the concept of using the Internet in the pursuit of higher education is not exactly new, but what has changed, however, is the increasing legitimacy and widespread use of the Internet in the pursuit of higher education, from the research of traditional college students to the complete education of students enrolled in ?online universities? and courses. It looks at how adult students face unique challenges when they utilize the Internet as part of their education in ways that mirror the issues they face within other instructional modalities and how, in seeking to understand just how adults learn, these issues must be viewed collectively, for general adult learner/adult education studies must be considered as a whole along with the added factors arising out of the use of technology. It is in this synthesis that a good understanding of the behavior of adult learners in Internet/distance courses can be understood.
Outline
The Adult Learner and Adult Education
Learning Theories and Processes in Adults
Developmental Issues
Theory and Practice
Technology and the Adult Learner
Ethical Issues
Conclusion
From the Paper
"Clearly the use of the Internet as an educational technology (when this problem is not acknowledged and dealt with) can allow the drawbacks of experiential contextualization to persist, where, perhaps in a traditional learning environment?one that includes students of varying age, experience, cultural and ideological background, and one that forces the adult learner?s participation in discussion and dialogue--the vantage points of other students may have a greater influence and changing effect. Here, awareness of the problem can be an important tool in developing and implementing ?online courses,? for educators can employ discussion groups online that have the ability to closely mimic physical classroom participation."
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Adult Education: A Search For The Learner, 2002.
Considers some of the theoretical perspectives that describe and explore the complexity of adult learning.
1,525 words (approx. 6.1 pages), 10 sources, $ 57.95
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Abstract
This paper has relied in many cases on feminist-informed theory, because feminism is concerned with groups who are oppressed by dominant majorities. In the case of adult learning, it is not unreasonable to identify these persons as a minority and so oppressed in the sense that their issues are not of concern to the mainstream public. The paper will follow with a review of some alternative notions of "learner" as a way to re-locate adult education perspectives in the contexts of feminist concerns for minority rights and the problems which face minority groups on a daily basis.
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Technology in Education.
This paper discusses the types of technology used for learning, educators resistant to integrating technology into their classroom, whether technology in the classroom can increase student achievement and conditions for effective use of technology.
2,095 words (approx. 8.4 pages), 9 sources, APA, $ 65.95
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Abstract
This paper explains that creative, innovative schools and educators are striving to incorporate technology, which will broaden the scope of their classroom with research and project-based learning; unfortunately, these innovative schools and educators are in the minority. The author points out that the research on whether or not technology can be used to increase student learning varies widely: Some research indicates that technology has little impact on achievement while other research indicates that technology is "the" answer. The paper relates that the conditions for the effective use of educational technology are access, functionality, technical development and professional development.
Table of Contents
Introduction
Types of Technology for Used Learning
Why Do Educators Resist Technology?
Can Technology Be Used To Impact Student Achievement?
Conditions for the Effective Use of Educational Technology
Conclusion
From the Paper
"There are four ways to categorize technology and how it is used for instruction in the classroom. According to Means( 1994), the four uses for technology in education are: as a tutor, to explore, as applied tools, and to communicate. When technology teaches directly to the student with little help from the teacher it is being used as a tutor. When technology is used in this manner, the student is not free to explore, instead they are guided in a step by step-by-step manner by the technology. Drill and practice software, instructional television and computer assisted instruction are examples of technology as a tutor. Using technology as a tutor is especially effective for learning languages and for providing enrichment activities for students who need additional reinforcement of skills."
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Instructional Technology, 2005.
An examination of the instructional technology available to disabled learners.
675 words (approx. 2.7 pages), 2 sources, $ 26.95
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Abstract
The paper creates an instructional design aimed at helping disabled learners access and make use of assistive technologies. The paper specifically examines high school studies, showing the personnel needed to make these decisions, the functions to be served, and the way the technology is to be adapted to the needs of each student and to the needs of the learning situation.
From the Paper
"The purpose is to create an instructional design aimed at helping disabled learners access and make use of assistive technologies, in this case at the high school level. The use of computer-aided instruction (CAI) has been implemented for different types of learner. CAI began to gain a wide acceptance in the mid-1980s. Prior to that time, however, inadequate instructional materials provided for use in CAI caused many instructors and students alike to become disenchanted with the technology. It is significant to note that the technology was not at fault. The fault lay in the adaptation of the technology to the learning environment (Carter, 1994). Many companies have adapted computer learning to the needs of people with disabilities, and the computer allows them to access information easily and often to do so from any location, enabling home study for the severely disabled."
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Information Technology and Education in U.K. Colleges, 2004.
This paper is a complete thesis, using a literature review and a questionnaire that takes information from teachers in all different types of disciplines across Coleg Gwent college about the use of information technology in U.K. colleges.
11,920 words (approx. 47.7 pages), 23 sources, APA, $ 231.95
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Abstract
This paper explains that the conventional simile of an institution of higher education as a self-enclosed community is opposed as knowledge turns out to be extensively obtainable on the Internet, and teacher-student and student-student conversations are not compelled by spatial borders. The author points out that quick transformations in the orderliness of information, labor, and equipment in all the disciplines make it more essential for all the students to develop into permanent learners. The paper concludes that an educational environment in which information technology is created by principled assessment regarding higher-level learning is said to increase the values of academic and technical aptitudes.
Table of Contents
Introduction
Literature Review
The Impact of Information technology on Education
Background
Market
Workplace
Mirror Image
Transformation of Students
Transformation of the Systems
The Impact of Information Technology in Coleg Gwent College
Key Themes Emerge
Information Technology Augments Learners? Student Inspiration
Encourages Support and Teamwork amid Learners
Discussions Become Profound and More Inquisitive
Utilization Supports Educator-As-Catalyst Way
Encourages an ?Equilibrium of Authority? amid the Teacher and Learners
Learners Demonstrate More Determination in Unraveling Problems
Promotes Diverse Techniques of Evaluation
Allows High-Quality Educators to Effort Efficiently with Different Learners
Promotes Augmented and Enhanced Verbal and Written Interaction
Allows Prospects for More Profundity of Understanding
Gives Augmented Prospects for Inter-Disciplinary Examination
Creates Classroom Performances More Genuine and Appropriate
Collecting The Prizes
Affect of Information Technology on College Education
Scholarship
Course books
Libraries
Methodology
The Approach Utilized
Data Gathering and Utilizing Method
Comments on the Validity of the Data
Questionnaire
Evaluation of the information
Results
Discussion
Conclusion
Recommendations
From the Paper
"Consistent with the educators, the knack is to equalize the squad. For example, the teachers cannot have two computer experts in the similar group or they will clash for direct. Teachers, on the other hand, assert that bringing together a group where students' aptitudes and educative methods balance each other and manage with each other's powers and flaws is a much more appropriate technique in modern classrooms. It assists if the teacher arranges the grouping so all students add their personal specific aptitudes."
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