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Technology

Technology UP FRONT Decades Old and Still Growing! when technology was first dis- instructors; high rates of computer possibilities with compressed video, cus~ed by our editorialboard as a pos- illiteracy within university faculties; few full-motion screens, fiber optics, satel- sible theme section topic for an issue research funds for the development of lite transmission, telecommunication ofAriullhmzng, no comments were new learning environments rich in networks, and other innovations com- made or questions asked about the technology; and lack of state and ing on he dady. We are also a long Now we have wonderful definition of technology. There was no national leadership. There are many way behind in understanding and expressed concern about the art, craft, more reasons, but those listed seeem to using this technology. Consequently, possibilitieswith or skill assumed to be requisite for the be the most formidable. Paper and we are missing major opportunities to compressed video, development of theoretical knowledge pencils, textbooks and lectures, stu- improve the efficiency of our offices as upon which technology rests. Nor dents at individual desks, perhaps an well as the quality of our programs Wmoh sereens, was there concern about whether the overhead projector or VCR, hardsopy and services. interdependent relationship between transfers of individual forms and data: Like it or not, technology is tram- fiber opk, hardware and software in specific tech- These still typify our classes and our forming and revolutionizing adult nological platforms needed to be offices of the ‘90s. education. The adult education climate satellite b.ansmission, understood by either those using tech- Moreover, neither state nor local of even ten years ago when we were nology as a tool to help others learn educational agencies have the competent and smug and perhaps teleeomunication network, (practitioners) or the learners them- resources to a~sgs state-of-the-art overly comfortable is gone and will selves. Indeed, hi technology is used instructional technology. Universities and other iwovations not reappear. Ldelong learners adapt- to enhance learning and even a few find it difficult to allot major portions ing to ddy change: This is what we wing on line daily. ideas about what to consider in pur- of faculty and staff time to the process must be and what we must help chasing technology, and how technol- of instructional technology evaluation, others achieve. A ogy is used to transfer information: a process that is much more than these were the concerns most vocally analysis and testing stages, but that -by Ken Mdullougb expressed and the topics primarily also includes interaction with vendors, &mtaue Lhredw explored by the authors in this issue. scheduling vendor demonstrations, Adult and Community Technology obviously surrounds us. maintaining extensive correspondence Edz.u.%zttion It is in our business and industries, with existing software producers, and enrichment or a supplement or as a Tennessee State Dtprtrnent our fast-food restaurants, our retail helping to stimulate increasingly high- primary instructional source for specif- OfEdUCU~ stores, our offices, our automobiles, er sophistication levels of both hard- ic curriculum pup. even in our homes. But it still doesn’t ware and software. At both local and state levels, adult The following are future topics for pervade our adult education prograns, There are, of course, islands of education staf€ is inundated by vendors theme sections: especially our typical adult basic edu- instructional innovations through the who profess that they have the techno- cation classes, dqite the commonly use of technology, some of which are logical “answers” for program MarcMXpdl1993 Administering Adult Education held predictions of the ’60s and ’70s described in this issue ofAdultLeam- improvement. They may have such that high technology would transform ing. But what seem apparent is that answers, but where are the data we can May@ne 1993 the adult education instructional we need a center that does technology rely on for unbiased objectivity? We Transitions; Women’s ISL~ process by the early 1980s. The assessment, demonstration, and trair- need reports of instructional technolo- JukjAugust 1993 instructorcentered, instructordorn- ing, and that disseminates information gy, reports that are oriented to both Continuing Professional Fducation; nated, wokbook-oriented clm in most through regular reports either in our purchasers and practitioners, reports I.iteracy of our programs is little different from APACE journals or a publication of its that contain specific data regarding Volume Year 1993-1994 that which was pmnt several decades own. Even regional resource centers cost, maintenance, service, licensing, septetnlrer/Dctober ago. Nor has technology yet made our would be highly useful and could ease of operation, instructional effec- Politics adult education offices pap-free, directly serve adult basic education tivengs, vendor information, lists of Nov&- information-transfer stations. teachers, college and university current users, and summary conclu- Ethics in Adult and Continuing Fducation There are many legitimate reasons instructors, administrators, pmure- sions. We need these reports regularly. JanuaryLFebruury for the lack of technology use, not the We need, in short, reports slrmlar to ment peminel, and state education The Instructor as Practitioner least of which is inadequate purchas- agency staff. Such centers could main- the popular Consumer RqHrh, which ing funds; inadequate or nonexisting tain an u@kd optlatiom1 inventoly feature evaluations of everyday con- MarcMXpdl Transfer of Learning funds for maintenance and senice; of a diverse range of hardware with sumer goods. yearly licensing for sohare; inappm- associated software, including com- We are a long way from the “teach- May@= priate or insufficient software; little plete integrated learning systems. All ing machines” first popular in the Adult and Continuing Education and konomic Development consensus about how technology ought 1950s and the curious technology fht hardware and software could be on dis- to be used, high rates of computer play, ready for demonstration of how used in Computer Assisted Instruction B&/!%Ft illiteracy among administrators and the technology can be used as an in the 196%. Now we have wonderful Partneahips in Various Setting January/February 1993 5 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Technology

Adult Learning , Volume 4 (3): 1 – Jan 1, 1993

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Publisher
SAGE
Copyright
© 1993 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959300400302
Publisher site
See Article on Publisher Site

Abstract

UP FRONT Decades Old and Still Growing! when technology was first dis- instructors; high rates of computer possibilities with compressed video, cus~ed by our editorialboard as a pos- illiteracy within university faculties; few full-motion screens, fiber optics, satel- sible theme section topic for an issue research funds for the development of lite transmission, telecommunication ofAriullhmzng, no comments were new learning environments rich in networks, and other innovations com- made or questions asked about the technology; and lack of state and ing on he dady. We are also a long Now we have wonderful definition of technology. There was no national leadership. There are many way behind in understanding and expressed concern about the art, craft, more reasons, but those listed seeem to using this technology. Consequently, possibilitieswith or skill assumed to be requisite for the be the most formidable. Paper and we are missing major opportunities to compressed video, development of theoretical knowledge pencils, textbooks and lectures, stu- improve the efficiency of our offices as upon which technology rests. Nor dents at individual desks, perhaps an well as the quality of our programs Wmoh sereens, was there concern about whether the overhead projector or VCR, hardsopy and services. interdependent relationship between transfers of individual forms and data: Like it or not, technology is tram- fiber opk, hardware and software in specific tech- These still typify our classes and our forming and revolutionizing adult nological platforms needed to be offices of the ‘90s. education. The adult education climate satellite b.ansmission, understood by either those using tech- Moreover, neither state nor local of even ten years ago when we were nology as a tool to help others learn educational agencies have the competent and smug and perhaps teleeomunication network, (practitioners) or the learners them- resources to a~sgs state-of-the-art overly comfortable is gone and will selves. Indeed, hi technology is used instructional technology. Universities and other iwovations not reappear. Ldelong learners adapt- to enhance learning and even a few find it difficult to allot major portions ing to ddy change: This is what we wing on line daily. ideas about what to consider in pur- of faculty and staff time to the process must be and what we must help chasing technology, and how technol- of instructional technology evaluation, others achieve. A ogy is used to transfer information: a process that is much more than these were the concerns most vocally analysis and testing stages, but that -by Ken Mdullougb expressed and the topics primarily also includes interaction with vendors, &mtaue Lhredw explored by the authors in this issue. scheduling vendor demonstrations, Adult and Community Technology obviously surrounds us. maintaining extensive correspondence Edz.u.%zttion It is in our business and industries, with existing software producers, and enrichment or a supplement or as a Tennessee State Dtprtrnent our fast-food restaurants, our retail helping to stimulate increasingly high- primary instructional source for specif- OfEdUCU~ stores, our offices, our automobiles, er sophistication levels of both hard- ic curriculum pup. even in our homes. But it still doesn’t ware and software. At both local and state levels, adult The following are future topics for pervade our adult education prograns, There are, of course, islands of education staf€ is inundated by vendors theme sections: especially our typical adult basic edu- instructional innovations through the who profess that they have the techno- cation classes, dqite the commonly use of technology, some of which are logical “answers” for program MarcMXpdl1993 Administering Adult Education held predictions of the ’60s and ’70s described in this issue ofAdultLeam- improvement. They may have such that high technology would transform ing. But what seem apparent is that answers, but where are the data we can May@ne 1993 the adult education instructional we need a center that does technology rely on for unbiased objectivity? We Transitions; Women’s ISL~ process by the early 1980s. The assessment, demonstration, and trair- need reports of instructional technolo- JukjAugust 1993 instructorcentered, instructordorn- ing, and that disseminates information gy, reports that are oriented to both Continuing Professional Fducation; nated, wokbook-oriented clm in most through regular reports either in our purchasers and practitioners, reports I.iteracy of our programs is little different from APACE journals or a publication of its that contain specific data regarding Volume Year 1993-1994 that which was pmnt several decades own. Even regional resource centers cost, maintenance, service, licensing, septetnlrer/Dctober ago. Nor has technology yet made our would be highly useful and could ease of operation, instructional effec- Politics adult education offices pap-free, directly serve adult basic education tivengs, vendor information, lists of Nov&- information-transfer stations. teachers, college and university current users, and summary conclu- Ethics in Adult and Continuing Fducation There are many legitimate reasons instructors, administrators, pmure- sions. We need these reports regularly. JanuaryLFebruury for the lack of technology use, not the We need, in short, reports slrmlar to ment peminel, and state education The Instructor as Practitioner least of which is inadequate purchas- agency staff. Such centers could main- the popular Consumer RqHrh, which ing funds; inadequate or nonexisting tain an u@kd optlatiom1 inventoly feature evaluations of everyday con- MarcMXpdl Transfer of Learning funds for maintenance and senice; of a diverse range of hardware with sumer goods. yearly licensing for sohare; inappm- associated software, including com- We are a long way from the “teach- May@= priate or insufficient software; little plete integrated learning systems. All ing machines” first popular in the Adult and Continuing Education and konomic Development consensus about how technology ought 1950s and the curious technology fht hardware and software could be on dis- to be used, high rates of computer play, ready for demonstration of how used in Computer Assisted Instruction B&/!%Ft illiteracy among administrators and the technology can be used as an in the 196%. Now we have wonderful Partneahips in Various Setting January/February 1993 5

Journal

Adult LearningSAGE

Published: Jan 1, 1993

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