Pub Date : 2022-06-01DOI: 10.35847/eappleton.4.2.67
E. Appleton
{"title":"Review of Desmos Classroom Activities","authors":"E. Appleton","doi":"10.35847/eappleton.4.2.67","DOIUrl":"https://doi.org/10.35847/eappleton.4.2.67","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121011725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Technology for Simultaneous Blended or Flex (HyFlex or BlendFlex)\u0000 Instruction","authors":"David J. Rosen","doi":"10.35847/drosen.4.2.76","DOIUrl":"https://doi.org/10.35847/drosen.4.2.76","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116105588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.35847/mpatterson.4.2.18
M. Patterson
{"title":"Basic Correctional Education and Recidivism: Findings from PIAAC and NRS","authors":"M. Patterson","doi":"10.35847/mpatterson.4.2.18","DOIUrl":"https://doi.org/10.35847/mpatterson.4.2.18","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130850795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.35847/ebeattie.4.1.20
E. Beattie
{"title":"The Power of the Positive: Enhancing Online Student Engagement for Adult Literacy Learners","authors":"E. Beattie","doi":"10.35847/ebeattie.4.1.20","DOIUrl":"https://doi.org/10.35847/ebeattie.4.1.20","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114521783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.35847/scuban.jarinder.4.1.6
Sondra Cuban, Jo Ann Arinder
{"title":"“It’s Better That She Sees Me:” Digital Visual Literacy Narratives of Women Immigrants in Chile and Implications for Adult Literacy","authors":"Sondra Cuban, Jo Ann Arinder","doi":"10.35847/scuban.jarinder.4.1.6","DOIUrl":"https://doi.org/10.35847/scuban.jarinder.4.1.6","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124312309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.35847/sknowles.4.1.65
Sarah Knowles
{"title":"Review of Teaching Adult English Language Learners: A Practical Introduction","authors":"Sarah Knowles","doi":"10.35847/sknowles.4.1.65","DOIUrl":"https://doi.org/10.35847/sknowles.4.1.65","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124508826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a "new normal." This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in Canada, working closely with community-based educators and researchers to map new pedagogies, as well as fissures of digital inequality, that have deepened during the pandemic. She considers how concepts of digital equity and digital justice may help educators think through the benefits and problematics of technology integration in adult and community-based education. This article adds new considerations for technology integration to Vanek's questions and principles. [For Part 1, see EJ1344704.]
{"title":"Beyond Crisis, Toward Justice: New Technologies in Community-Based Adult Learning","authors":"S. Smythe","doi":"10.35847/ssmythe.4.1.50","DOIUrl":"https://doi.org/10.35847/ssmythe.4.1.50","url":null,"abstract":"In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a \"new normal.\" This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in Canada, working closely with community-based educators and researchers to map new pedagogies, as well as fissures of digital inequality, that have deepened during the pandemic. She considers how concepts of digital equity and digital justice may help educators think through the benefits and problematics of technology integration in adult and community-based education. This article adds new considerations for technology integration to Vanek's questions and principles. [For Part 1, see EJ1344704.]","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123276289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A predominant narrative about adult education during the COVID-19 pandemic has been about how teachers, under unprecedented hardship, endeavored to work in new ways, drawing on technology tools and digital resources to sustain instruction when they could not meet learners in person. In order to succeed, teachers had to embrace working in entirely new ways--especially in the way they planned or designed instruction. In this article, Jen Vanek offers the suggestion of encouraging structured use of technology integration frameworks and strategies to evaluate the effectiveness of their decisions and implementation. Doing so can help teachers build on what they learned as practitioners during the pandemic and build their capacity to design technology-rich instruction that meets the needs of diverse learners. This article discusses the following tech integration models: (1) Technological, Pedagogical and Content Knowledge (TPACK), (2) Puentedura's Substitution, Augmentation, Modification, and Redefinition (SAMR), and (3) the Triple E Framework--Enhance, Extend, and Engage.
{"title":"Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers","authors":"J. Vanek","doi":"10.35847/jvanek.4.1.43","DOIUrl":"https://doi.org/10.35847/jvanek.4.1.43","url":null,"abstract":"A predominant narrative about adult education during the COVID-19 pandemic has been about how teachers, under unprecedented hardship, endeavored to work in new ways, drawing on technology tools and digital resources to sustain instruction when they could not meet learners in person. In order to succeed, teachers had to embrace working in entirely new ways--especially in the way they planned or designed instruction. In this article, Jen Vanek offers the suggestion of encouraging structured use of technology integration frameworks and strategies to evaluate the effectiveness of their decisions and implementation. Doing so can help teachers build on what they learned as practitioners during the pandemic and build their capacity to design technology-rich instruction that meets the needs of diverse learners. This article discusses the following tech integration models: (1) Technological, Pedagogical and Content Knowledge (TPACK), (2) Puentedura's Substitution, Augmentation, Modification, and Redefinition (SAMR), and (3) the Triple E Framework--Enhance, Extend, and Engage.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130223427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.35847/scacicio.ashell.mtare.4.1.56
Sarah Cacicio, A. Shell, M. Tare
In the hours following the 2020 COVID-19 outbreak and subsequent shutdown, educators across the nation were suddenly tasked with teaching online. As Jen Vanek describes in "Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3)" (EJ1344704), the majority of educators had to quickly learn and adopt new ways of planning and delivering instruction. Over time, the conversation around the role of technology in adult education shifted. In spite of the tremendous hardship experienced in and outside of the classroom, the crisis revealed an untapped opportunity to meet the needs of adult learners more effectively through flexible programming, digital skills development, and personalization of learning. The purpose of this article is to delve deeper into the myriad individual and systemic factors that impact the adult learner, educator, and their interactions through the lens of learner variability. Embracing well-designed and implemented education technology is a major step in the future of equitable and sustainable learning for adult education, and understanding the whole person remains at the core of learner success. [For Part 2, see EJ1344707.]
{"title":"Beyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience","authors":"Sarah Cacicio, A. Shell, M. Tare","doi":"10.35847/scacicio.ashell.mtare.4.1.56","DOIUrl":"https://doi.org/10.35847/scacicio.ashell.mtare.4.1.56","url":null,"abstract":"In the hours following the 2020 COVID-19 outbreak and subsequent shutdown, educators across the nation were suddenly tasked with teaching online. As Jen Vanek describes in \"Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3)\" (EJ1344704), the majority of educators had to quickly learn and adopt new ways of planning and delivering instruction. Over time, the conversation around the role of technology in adult education shifted. In spite of the tremendous hardship experienced in and outside of the classroom, the crisis revealed an untapped opportunity to meet the needs of adult learners more effectively through flexible programming, digital skills development, and personalization of learning. The purpose of this article is to delve deeper into the myriad individual and systemic factors that impact the adult learner, educator, and their interactions through the lens of learner variability. Embracing well-designed and implemented education technology is a major step in the future of equitable and sustainable learning for adult education, and understanding the whole person remains at the core of learner success. [For Part 2, see EJ1344707.]","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127843457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.35847/sdaffron.4.1.62
S. Daffron
{"title":"Review of Assessment, Evaluation, and Accountability in Adult Education","authors":"S. Daffron","doi":"10.35847/sdaffron.4.1.62","DOIUrl":"https://doi.org/10.35847/sdaffron.4.1.62","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124143091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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