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Adult Teaching And Educational Technologies

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It is undoubtedly clear that the society is depending on all forms of technology for its daily functioning. Moreover, the proliferation of technology has created a wealth of learning opportunities for learners. Adult learning has become a norm in today’s society. This implies that adults, who were not born during the technology, usually referred to as digital immigrants, have to find ways with the help from their tutors to have a smooth use of technology in their studies (Prensky, & Heppell, 2010). Learning that involve the use of technology presents itself with a unique way of representation of content where a lot of adults have reiterated difficulties in the learning system due to lack of prior experience with technology. This paper focuses on opinions about adult teaching and learning using educational technologies. Consequently, this paper will look into the issues affecting adult teaching and learning using educational technologies and ways to make the process effective.

With the fast change into knowledge and information society, the current era has metamorphosed from a manufacturing world into an information world. This phenomenon has presented itself in the adult teaching and learning using educational technologies. Career changes and job changes are among many reasons why there is the increase in the enrollment of adult classes. As per Caminotti, and Gray, (2012), there are some significant characteristics that need to be considered in adult teaching and learning in educational technologies. Adults need to feel that whatever they learn using the educational technologies is consequential to their lives. Adults prefer to be responsible and self-directed in their learning (Liyanage, Strachan, Penlington, and Casselden, 2013). This is why most adults prefer online distance learning as a major option for their learning.  Adults are motivated to learn about and issues that touch directly to their careers and also their social lives. Any teaching of training programs that regards adults must use educational technologies that depict the above characteristics.


It is imperative to note that anxiety is an eminent setback regarding the use of educational technology in adult learning. This makes it difficult to the adult learning and teaching using educational technology. The main influence of this form anxiety are because of a user’s previous experience with technology. An adult who has a little knowledge in the use of computers would not depict any technophobia in the one’s classroom experience.

Technologies do not determine the learning outcomes and do not teach adult learners. Teachers have the sole responsibility to determine the learning outcomes of adult learning using education technologies (Lowe, and Holton, Elwood 2005). The traditional method of teaching has been tutor centered both at management level and also expert level. Adult learning, however, requires different emphasis that is learner centered as opposed to tutoring centered. This means that technology can make adult learners to depict an active role in the classroom. Educational technologies can give adult learners an opportunity to be more collaborative in class. Technology ought to be integral to teaching and learning process where it should be in a transparent and also invisible manner. Integrating technology in adult learning is one way of ensuring positive results in regards to use of technologies by adult learners. The use of the approach of technology as a curriculum will give the adult learners the notion of the importance of education technology to the success of their learning.



Caminotti, E., & Gray, J. (2012). The effectiveness of storytelling on adult learning. Journal of Workplace Learning, 24(6), 430-438. doi:

Liyanage, L., Strachan, R., Penlington, R., & Casselden, B. (2013). Design of educational            systems for work based learning (WBL): The learner experience. Higher Education,   Skills and Work - Based Learning, 3(1), 51-61.             doi:

Lowe, J. S., & Holton,Elwood F., I.,II. (2005). A theory of effective computer-based instruction for adults. Human Resource Development Review, 4(2), 159-188. Retrieved from

Prensky, M., & Heppell, S. (2010). Teaching digital natives (1st ed.). Thousand Oaks: Corwin Press.


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