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Pappas, C. (2013).The adult learning theory - andragogy - of Malcolm Knowles. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles.

Prather, L. (2015). Professional development and adult learning theory. Retrieved from: http://www.teachingquality.org/content/blogs/liz-prather/professional-development-and-adult-learning-theory

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Survey teachers on what they would most like to learn about iPad applications and using them in the classroom

Provide sessions or parts of instruction tailored for teachers with varying levels of experience using iPads and iPad applications for instruction

Provide tips or ways to use iPads for instruction that teachers can easily embed into their current instruction; find ways that are easily integrated into current models of instruction

Think about ways that utilizing iPads and iPad apps can solve instructional problems in classrooms - will they help students gain literacy skills? Math skills? Writing skills? Will they help with classroom management? How will their use benefit student learning? Present these benefits to teachers so they understand they why of their learning.

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Adult learners, as opposed to child learners, are intrinsically, rather than extrinsically, motivated to learn. They are driven by their own desires, whether that be knowledge itself, attainment of a career position, money, self-betterment, etc.

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Adult learners, unlike child learners, are self-directed rather than dependent. As such, their learning must be, to some degree, self-directed. In planning PD for teachers, this means that teachers should have some say in what they are learning and how they are learning it. This can be achieved through polls or surveys about topics of interest or formats for learning (e-learning, face-to-face sessions, observation opportunities, etc.).

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Adult learning is problem-centered rather than content-oriented.

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Adult learning is problem-centered rather than content-oriented.

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Adult learning should incorporate components of analyzing and thinking about material and then having opportunities to apply it. It should be task-oriented; adults should learn by doing. This applies to providing professional development for teachers because teachers should have opportunities to practice skills or with tools that they are learning about through PD.

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Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.

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Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.

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A good professional development session for educators should incorporate skills or tools that teachers can immediately begin using in their classrooms - there should be immediate and proven-effective take-aways for teachers to want to invest their time into learning!

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Adults need to be involved in the planning and evaluation of their instruction.

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Adults need to be involved in the planning and evaluation of their instruction.

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An effective professional development session for educators should allow them the opportunity to be surveyed on what and how they learn new things (what topics are of interest and pertinence?) and allow them the opportunity to evaluate their learning afterwards - what was effective or ineffective? What could have been done to make it better?

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Experience provides the basis for learning activities.

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Experience provides the basis for learning activities.

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Experience accrues as a person matures and life experience contributes to learning. When planning PD for teachers, different experiences of your staff must be taken into account - what certifications/education/training does your staff has? Think of what would be relevant for teachers with no experience in a topic and also for teachers who may have some or a lot of experience in a topic.