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I believe the pandemic has shown that when learners are properly oriented to their own technologies (smartphone, tablet, laptop) they are much more comfortable and persistent toward their learning goals. AE must provide highly flexible learning options for learners; and this can fly in the face of a teacher who is faced with quadruple the technology skills to teach in a hi-flex environment. To ask a teacher to teach in a f2f setting, with a screenful of learners on Zoom, and keep track of everyone's needs, AND post/deliver materials for those who could not attend synchronously is just not fair. We could see even more adult education teachers because they feel they do not have the skills, nor dexterity to do everything at once.

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Online instruction isn't "Less Than" - it can be MORE beneficial. 

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Online instruction isn't "Less Than" - it can be MORE beneficial. 

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My community feels "let's move on from online" it's a poor substitute for f2f. Changing these attitudes means showing how online learning can be done in an excellent and very beneficial ways for learners.

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With all the tools and resources out there, it is helpful to support practitioners with guidance or frameworks to help them find and use a tool that they can implement in the learning environment

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Too Many Tools, Shifts between interfaces/Choices.  Less can be More! 

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Too Many Tools, Shifts between interfaces/Choices.  Less can be More! 

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There are so many options, learners can be overwhelmed with too many tools. Choosing a few robust and flexible tools could be a user-friendly way to show the possibilities of meaning making and sharing ideas online.

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We did pretty well with English and Spanish speakers with providing tech support over the phone (or in the classroom), but we were not able to be as helpful to people who spoke other languages.

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There are 2 levels of upskilling required.  One to support our practitioners as educational technology changes and to ensure practitioners have the tools they need to support learner needs.

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7 Elements for Highly Effective  Remote and Hybird Instruction

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7 Elements for Highly Effective  Remote and Hybird Instruction

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https://sites.google.com/view/7-elements/home

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The geographic limitations of classes and instruction have really been blurred as a result of the pandemic.  In adult education, I wonder if we might move to "master classes" - teachers offering instruction in the areas they are most strong in to students from a larger region than they have done f2f.  Must ensure accessibility of course.

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Wondering if there are considerations connected to if a tool selected also helps a student learn skills needed for the workplace. That seems like it should be considered for students who are needing to develop employability skills.

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I think many digital technologies didn't realize the weaknesses in their platforms. The pandemic helped them to release updates faster to meet the challenges for online instruction, resulting in better products for instructors and students.

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https://www.tripleeframework.com/about.html

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While frustrating, drastic acceleration of learning and adoption of digital technologies by instructors.

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https://www.desmos.com/

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Ease of use across a variety of devices; costs; ability to fully engage students in the learning objectives being delivered; extent of integration and complexity of time/progress tracking systems for non-synchronous platforms; intuitiveness; fast responsiveness for synchronous platforms.

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Monetary cost for learner and for program.  Low cost or free generally

Doe the tool have functionality in real life?  Transferrable skills?

We use Google Tools a lot because they are free, can be used across devices (phone, tablet, computer, Apple/PC), real life functionality, and the skills learned transfer quite well to Microsoft office etc.

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I tend to ask practitioners to think about first what they want to do before choosing an Ed Tech tool....same process for thinking about what activity they want learners to be doing.

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Will the amount of time required for the student to learn to use the tool take away more instructional time than the value I expect the student to receive from using the tool?

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Deb. H. Unintended frustration with having been thrown into learning somethin new.

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Deb. H. Unintended frustration with having been thrown into learning somethin new.

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And how that might skew your perception of how effective DL can really be in sharing instruction.

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Have you used google tools for peer review?

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Not a challenge but what is working! While low adult literacy rates remain, the ability of adult educators to demonstrate creativity and personalization to adult learners who each have unique learning gaps and strengths is a true asset and something that I hope continues by having the flexibility and support to do so. 

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Not a challenge but what is working! While low adult literacy rates remain, the ability of adult educators to demonstrate creativity and personalization to adult learners who each have unique learning gaps and strengths is a true asset and something that I hope continues by having the flexibility and support to do so. 

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Learners are really great advocates for themselves (given their experiences with tech tools). With learners as partners, placing options in the hands of learners, we can learn from our learners and integrate their choices and resources into our instruction.

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activate collaboration and student engagement

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activate collaboration and student engagement

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It would be nice to see learning experiences where students are given opportunities to positively contribute as digital citizens in an online space---Help to model positive digital citizenship skills as they learn to build community

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1. To develop/strengthen digital literacy skills

2. To provide access to information/learning resources/content

Also thinking about SAMR, Enhance and Transform learning

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How to Apply the SAMR Model with Ruben Puentedura

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Those that support text-to-speech and speech-to-text as well as flexible supports for access for all. Technologies do a great job of increasing access when learners are taught to employ them

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Tools that allow real-time interaction, such as Mentimeter--create word clouds in real time when teaching vocabulary, for example

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Tools that allow real-time interaction, such as Mentimeter--create word clouds in real time when teaching vocabulary, for example

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Deborah K.

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Affordable access to the internet for students

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Affordable access to the internet for students

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as well as access to an appropriate device and the skills to use it.

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Consider people (instructor and learner), objectives, strategies, and then the technology.

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Often necessary to teach digital skills in addition to new content

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Consistent access to devices, broadband, and professional development/support

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For vocabulary learning with English language learners, including learners with beginning literacy in any language.

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Opportunities for collaboration and communication beyond classroom

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used for sync & async activities, a free-form creative space to collaborate with learners, provide impromptu notes, etc!

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Acceleration and innovation PLUS fatigue...

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Acceleration and innovation PLUS fatigue...

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Opportunities for learners to organize their connections to what they're learning (though combination of strategies) concept mapping, annotating readings, adding comments to texts (oral or textual), and visual notetaking. And more!

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To provide asynchronous and synchronous adult education and literacy, workforce preparation and workforce training opportunities to youth and adults in IE&T Programs