Bibliografías temáticas / Education, Technology. Education, Adult and Continuing. Gerontology

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Literatura académica sobre el tema "Education, Technology. Education, Adult and Continuing. Gerontology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Education, Technology. Education, Adult and Continuing. Gerontology"

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Xie, Bo. "Information Technology Education for Older Adults as a Continuing Peer-Learning Process: A Chinese Case Study". Educational Gerontology 33, n.º 5 (16 de abril de 2007): 429–50. http://dx.doi.org/10.1080/03601270701252872.

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Gendron, Tracey L., Jennifer M. Pryor y E. Ayn Welleford. "Lessons Learned From a Program Evaluation of a Statewide Continuing Education Program for Staff Members Working in Assisted Living and Adult Day Care Centers in Virginia". Journal of Applied Gerontology 36, n.º 5 (22 de febrero de 2016): 610–28. http://dx.doi.org/10.1177/0733464816633124.

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The number of older adults residing in assisted living facilities (ALF) and utilizing adult day care services is expanding with the increasing population of older adults. Currently, there are no standardized requirements for continuing education for assisted living and adult day care service staff at a national level. Given that 62% of states within the United States require continuing education for ALF staff and/or administrators, a more formalized system is needed that provides evidence-based gerontological training to enhance the quality of care and services provided to older adults. This article describes the challenges and lessons learned from conducting a program evaluation of a Statewide Training and Continuing Education Program for Assisted Living Facility and Adult Day Care Service staff in Virginia. Survey evaluation data from a 6-year period was examined and a formative program evaluation was conducted. The findings from the survey evaluation and formative evaluation are discussed as are the lessons learned.
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Byers, David L., Cheryl S. Hilgenberg y Dent M. Rhodes. "Evaluation of Interactive Television Continuing Education Programs for Health-Care Professionals". Journal of Educational Technology Systems 24, n.º 3 (marzo de 1996): 259–70. http://dx.doi.org/10.2190/y9bw-32qw-e9tu-ctrc.

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Although many reports have evaluated interactive technology in distance learning, there is a lack of reports focused on utilizing interactive television to meet adult continuing education needs of professionals. This study describes the evaluation of live two-way interactive television (ITV) continuing education programs for health-care professionals. The programs were evaluated using adult learning characteristics as the evaluative framework. Data collection consisted of surveys, interviews, and participant observation. Results indicate that these continuing education programs delivered through interactive television technology met the adult learning requirements of the healthcare professionals who participated. The overwhelming majority of those in the sample indicated the interactivity of the system enhanced their learning and they would be likely to attend future professional education programs offered via ITV.
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Curran, Vernon, Diana L. Gustafson, Karla Simmons, Heather Lannon, Chenfang Wang, Mahyar Garmsiri, Lisa Fleet y Lyle Wetsch. "Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age". Journal of Adult and Continuing Education 25, n.º 1 (24 de febrero de 2019): 74–93. http://dx.doi.org/10.1177/1477971419827318.

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Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age.
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Korshunov, Ilya A., Natalia N. Shirkova y Maxim S. Miroshnikov. "Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities)". Integration of Education 23, n.º 4 (31 de diciembre de 2019): 518–40. http://dx.doi.org/10.15507/1991-9468.097.023.201904.518-540.

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Introduction. Development of the economy via the introduction of new technologies stimulates the transfer of competencies through the expansion of exports of educational services in various professional sectors. The study of current skills and competences in the agricultural complex was carried out to identify the most competitive educational programs for adults’/continuing education on regional labor markets, which could be successfully exported by Russia to other countries. We also identified innovative educational products required by the agricultural sector in Russia. The purpose of this article is to study the process of implementation of adult/continuing education and training in Russian agricultural universities in international educational markets. Materials and Methods. Results of a questionnaire survey of higher education institutions under the Ministry of Agriculture of the Russian Federation concerning the implementation of short-term continuing educational programs exported to other countries were used here. Content analysis of popular skills was carried out to determine the most competitive strategies of exports to international educational markets (the case of Kazakhstan, Russia, and USA). The study was conducted on regional job search databases. The sampling scope involved above 3,000 current vacancies. Results. Theoretical and empirical results showed that countries purchase more complex skills if there is a demand for them in the country, and their own continuing education programs are not available. The acquisition of such skills is in demand in countries using a similar model of development of this industry. The increase in exports of Russian life-long education programs to international markets can be achieved by the transfer of high technologies in the agro-industrial sector. Potential countries for the export of continuing/ life-long education include those building cultural, political and socio-economical relationships with the Russian Federation. Discussion and Conclusion. This article is useful for heads of adult education departments of universities to determine the most perspective strategies for exporting continuing education services to international markets.
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Saal, Leah Katherine, Takashi Yamashita, Donita M. Shaw y Kristen H. Perry. "An exploration of U.S. adults’ information processing skills and political efficacy". Journal of Adult and Continuing Education 26, n.º 2 (4 de junio de 2019): 178–202. http://dx.doi.org/10.1177/1477971419852750.

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As recent debates about the role of social media in election outcomes suggest, understanding the association between information processing skills and political efficacy in the U.S. is a significant inquiry for adult and continuing education. Data from the Programme for the International Assessment of Adult Competencies were used to explore relationships between U.S. participants’ information processing skills and political efficacy. Given the impact of certain demographic characteristics on political efficacy, the study also analyzed whether the relationship between information processing skills and self-reported political efficacy varied across levels of cultural engagement, formal educational attainment, or immigrant status. The results illustrate that higher levels of literacy, numeracy, and problem solving in technology-rich environments are associated with higher political efficacy for U.S. participants. Our research is framed in both cognitive and critical lenses, and we provide implications for practice in adult and continuing education settings.
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Zalud, Ivica, Shelby Wong y Tod C. Aeby. "Current Trends in Obstetrics and Gynecology Ultrasound Continuing Medical Education". Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, n.º 1 (2014): 60–64. http://dx.doi.org/10.5005/jp-journals-10009-1335.

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ABSTRACT Continuing medical education (CME), by definition, should contribute to the professional growth and development of the participating healthcare providers. The purpose of this review is to put CME in a historical perspective and discuss its role in contemporary ultrasound practice in the USA. Ultrasound is continuously enhancing and improving the practice of obstetrics and gynecology. As ultrasound technology becomes more sophisticated, medical training must evolve and CME should play an important role in keeping the practitioner current. The medical educators’ responsibility is to ensure that new technology is used properly to improve and maintain the health of patients. Applying contemporary educational techniques and adhering to established adult-learning principles will lead to effective and efficient learning environments, thus contributing to improved patient care. How to cite this article Aeby TC, Wong S, Zalud I. Current Trends in Obstetrics and Gynecology Ultrasound Continuing Medical Education. Donald School J Ultrasound Obstet Gynecol 2014;8(1):60-64.
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Grief, Cindy, Lisa Sokoloff, Cindy Plunkett, Sandra Gardner, Alvina Anantram y Daphna Grossman. "A WISH TO DIE AND THE OLDER ADULT: THE IMPACT OF BESPOKING ON VIRTUAL CONTINUING EDUCATION". American Journal of Geriatric Psychiatry 27, n.º 3 (marzo de 2019): S200—S201. http://dx.doi.org/10.1016/j.jagp.2019.01.112.

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Ignatieva, G. A., O. V. Tulupova y S. V. Matchinа. "TECHNOLOGY OF SELF-DETERMINED LEARNING AS A NEW FORMAT OF CONTINUING PROFESSIONAL EDUCATION OF TEACHERS". Education and science journal 21, n.º 4 (7 de mayo de 2019): 162–82. http://dx.doi.org/10.17853/1994-5639-2019-4-162-182.

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Introduction. Continuing professional education (CPE) is a strategic resource of cardinal transformations, which are currently taking place in education. The essence of such transformations generally consists in necessary rejection of a subject-information learning model and transition to designing the model of vocational self-development and self-determination.The aim of this research was to reveal the essence of teachers’ professional development as the process of positional self-determination and formation of managerial position. The hypothesis of the study consists in the assumption that the technology of self-determined learning is the institutional form of mastering and implementing the practice of CPE for teachers as a practice of human potential development in the professional and anthropological self-determination of an adult learner.Methodology and research methods. The methodological basis of the study was the comparative educational strategy of CPE, which is embodied in the model of self-determined adult education, focused on the formation of the human ability to manage their own development in an unstable world through the development of new types of cultural thinking and behaviour. The methods of research of teachers’ management position included the system of the following initiatives: interviews, results of group reflections, content-analysis, methods of included observation using video recording of training sessions and educational products.Results and scientific novelty. The complex of diagnostic technologies allowed the authors to establish management positions of teachers (implementer, leader or strategist) and their ability to design the paths of own development and to organise the system of managerial challenges. As the most adequate technological scheme of self-determined learning, the authors tested the mechanism of projectresource management, which regulates the learner’s movement in the educational space from actions carried out in a particular situation in accordance with the circumstances to an activity determined by a local goal, then to the reflection of own activity elevating to the status of a new norm, and, finally, to the reflection of changes in their own position. It was established that the developmental trajectory of human potential in professiogenesis starts from mastering the subject and means of activity (implementer) and passes through building up funds in transforming a special subject of activity (leader) towards designing new standards of means and subject of activity (strategist).The authors introduce the concept of “anthropological self-determination of an adult in the educational process” as the process and the result of formation of own managerial position and development of a new identity in changing life circumstances.Practical significance of the present research is determined by the possibility of designing educational programmes, which ensure co-organisation of adult students in a single event-activity space based on the mechanisms of project-resource management through the system of managerial challenges.
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Johnson, Helen Arleen y Marian Roman. "GERIATRIC CONTINUING EDUCATION IN THE WORKPLACE: UTILIZING INTERACTIVE TELEVISION (ITV) TECHNOLOGY IN THEORY AND IN PRACTICE". Educational Gerontology 29, n.º 7 (agosto de 2003): 597–616. http://dx.doi.org/10.1080/713844416.

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Tesis sobre el tema "Education, Technology. Education, Adult and Continuing. Gerontology"

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Behjou, Vally. "Older adults and technology a review of literature, 2000-2005 /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210043.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0904. Adviser: Elizabeth Boling. "Title from dissertation home page (viewed March 16, 2007)."
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Cloutier, Yvon J. "Deterrents to participation in adult learning activities and literacy skills among seniors". Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/29045.

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This study investigated the effect of variables that may influence the decision of seniors over the age of 60 not to participate in adult learning activities and literacy skills. Three research questions were of interest to the researcher. First, which of five socio-economic status (SES) variables (age, income, gender, employment status, education) are the best predictors of deterrents to participation in adult learning activities by seniors 60 years of age and over? Second, which of six deterrents to participation (lack of confidence, lack of course relevance, time constraints, low personal priority, cost, and personal problems) are the best predictors of participation in adult learning activities by seniors 60 years of age and over? Finally, is participation in adult learning activities by seniors 60 years of age and over a predictor of seniors' literacy skills? To measure seniors' reasons for not participating in adult learning activities, the Deterrents to Participation Scale-General was administered. Literacy skills were measured by the Tests of Applied Literacy Skills document literacy domain. To test the factors that were expected to affect non-participation, a survey questionnaire was administered to two groups, those who were currently participating in an organized adult learning activity and those who were not. Multiple regression estimates demonstrated that none of the regression lines could be plotted against any of the six deterrents to participation as criterion variables on the five SES variables as predictors. However, when the SES variables were held constant, only the effect of the variable employment status using the deterrents to participation lack of course relevance and low personal priority had a tendency to deliver the strongest explanatory power among all other predictor variables. Furthermore, regression estimates demonstrated that none of the six deterrents to participation had any effect on participation and that document literacy skills could not be predicted as a function of participation. In addition, the DPS-G showed low reliability estimates suggesting that the instrument needs to be revised taking into consideration other dimensions of deterrents to participation that are more relevant to seniors' lives.
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Scott, Kathy Lynn. "A descriptive study of the status of art education for older adults in higher education: An examination of attitudes and coursework". Thesis, The University of Arizona, 2004. http://hdl.handle.net/10150/291782.

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The purpose of this study was to determine the attitudes held by higher education art educators pertaining to art education for older adults and to investigate how art education curricula in colleges and universities are preparing students to teach art to older adults. A 21-item survey was distributed to 889 art education faculty members containing 13 Likert-type items relating to attitudes towards art education and older adults. An eight-item follow up survey containing open-ended questions was submitted to 51 art educators who indicated that they address this area within their coursework. The results show that the majority of art educators are not addressing this topic, although they feel it is important to do so. The majority of those who are including this area are doing so by providing their students with fieldwork and volunteer experiences teaching art to older adults.
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Li, Jiexiu. "An Assessment of Technology Classroom Environments in Chinese Universities". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2939.

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The purpose of this study was to investigate the characteristics of graduate classroom environments as perceived by the graduate students and faculty in technology courses, at Chinese universities. Relationships between the different dimensions of the social environment of the graduate technology classrooms were examined. The Adult Classroom Environment Scale (ACES) was used to measure the actual and ideal classroom environments on seven dimensions. The research was conducted during Fall 1998. Participants in this study included 317 graduate students and 8 teachers in 8 classes from 6 universities in Beijing, China. The results of data analysis showed that there were significant differences in graduate students' perceptions of the actual and ideal classroom environment. Perceptions of teachers and graduate students in each class differed in their views of the actual classroom environment. Students felt that courses were well-organized, clearly-delivered, and task-focused. Students felt they needed more influence in the classroom, and that instructors should focus on individual development. Teachers perceived Organization and Clarity and Teacher Support as more characteristic of their classrooms but did not see Student Influence and Personal Goal Attainment as important. There were few significant differences on most of dimensions of the actual classroom environment, when contrasted according to age, major, and work experience. Males and females did, however, see Organization and Clarity, Personal Goal Attainment, Affiliation, and Involvement differently. When contrasted with the results of other studies conducted with American students, ratings of the Chinese students were consistently lower. These findings indicate that graduate technology classrooms in Chinese universities are still quite teacher-centered.
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Mclaughlin, Jeannette G. "A Study of Learning Activities of Selected Caregivers of Alzheimer's Patients in East Tennessee". Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2726.

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The problem of this study was to identify and describe the individual learning activities of caregivers of people with a diagnosis of Alzheimer's disease and to develop an analytical description of the patterns of learning of these adults. An instrument was not available for use; therefore, a focused interview guide was developed. The interview guide was developed through consultation with several spouses or adult children caring for Alzheimer's patients, professionals in the health care field, and a review of the literature. The major analysis procedure for the study was the constant comparative method, an inductive method that has been used most systematically by Glaser and Strauss (1967). Grounded theory is discovered or generated from data. It is developed by entering the field work phase without a hypothesis, describing what happens, and formulating explanations as to why it happens. Five research questions were explored dealing with the caregiver's support system, reasons for seeking medical help, learning at the time of the diagnosis, learning activities, and learning patterns. Caregivers, as adult learners, showed the capacity to conduct self-directed learning activities. While the content was greatly determined by the patient's progression of the disease, caregivers identified six learning processes: (a) professionally guided, (b) informal conversation, (c) observation, (d) solving problems, (e) change in perspective, and (f) facilitating understanding for others. The informal support system was significant in providing information to caregivers. Sixty percent of the friends and 50.5% of the family provided information, resources, and discussion. An extensive informal support system showed a greater use of a problem solving process.
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HUI, Sze Sze Stephanie. "Lifelong learning for older persons in Hong Kong". Digital Commons @ Lingnan University, 2005. https://commons.ln.edu.hk/soc_etd/17.

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Lifelong learning (LL) has been widely regarded as one of the activities that can enhance well-being of the society and benefit older persons in terms of psychological, physical, mental, and cognitive well-being. In foreign countries like the Unites States of America, the United Kingdom, Finland, France, Australia, and also China, LL among older persons had been developed successfully. Hong Kong, in contrast, has no systematic planning for the development of LL even though the aged population is increasing rapidly. This research aims at constructing a LL model for older persons in Hong Kong. The theoretical framework of study focused on figuring out the breaches between satisfactory models proposed by older persons and the existing lifelong learning model in Hong Kong. Interview survey and documentary study have been employed in this study. Interview survey was carried out from March to April of 2005 in order to understand older persons’ expectations towards LL. A questionnaire consisting of 39 big items was constructed. The author successfully interviewed 54 out of the 60 older persons originally intended, including 31 female and 23 male. The samples of this study were older persons aged 55 or above, and the median age of the respondents was 67.84. Also, 26 respondents had had learning experience in the six months prior to the survey being carried out. In the documentary study, both formal and nonformal learning programmes in Hong Kong were studied. Seven major older persons’ education providers were included, including one tertiary institution, one radio broadcasting company and five active NGOs. The findings show the gaps between older persons’ expectations and present provision of LL programmes. The Hong Kong Lifelong Learning Model should have tertiary institutions actively involved in the provision of both formal and nonformal learning programmes. Face to face interviews should be adopted. Formal learning programmes should be made available on the internet or radio. Moreover, older persons would be more satisfied if they could learn at tertiary institutions or centres most convenient for them. Thus, various organizations should have stronger cooperation with each other so that resources can be shared. Older persons preferred a greater variety of courses and lessons and would like to receive grants or travel subsidy. Most of the elder learners were willing to be instructors, therefore they could be recruited as voluntary teachers, and more courses to train older learners as instructors should be offered. The duration of formal learning programmes may be too long for the elderly learners, and they asked for a credit-accumulating system to be implemented in those programmes. A central data bank and newsletters should be made available so that older persons could gain access to information more easily. In order to improve the quality of courses, evaluation and needs assessments should be carried out regularly by service providers, and they should consider designing the course curriculum with elder learners. In order to help those who did not receive much education when young, foundation literacy courses could be offered. In addition, instead of written course work, tests, and examinations, oral presentations and examinations could be carried out. Finally, certificates, qualifications, and public and large scale graduation ceremonies are found to be good reinforcements for older persons’ learning behaviour. In conclusion, Hong Kong, as a beginner in the systematic development of LL for older persons, has much to do to improve the existing system. Irrefutably, making it perfect is arduous because both the service providers and the government have their own constraints. Nonetheless, trying the best to fill in the gaps between the ideal and the reality will bring the greatest benefits to older persons and the society.
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Sliz, Theresa. "Adults' learning strategies in a computer software learning course in a Montreal Anglophone cegep (Quebec)". Sherbrooke : Université de Sherbrooke, 1999.

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Moreillon, Judith. "A case study of university faculty development utilizing technology: People, place and process". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289918.

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The purpose of this case study is to describe the faculty development workshop experiences of the participants and facilitators of the Laptop Workshop, a workshop designed to support the reform of undergraduate teaching and learning at a Research I institution in the Southwest. In this case study, I utilize a qualitative research paradigm and take an interpretative approach. The research study includes in-depth interviews with the workshop's designers and facilitators, beginning and ending workshop surveys administered to the participants in three 2001 workshops, an online questionnaire administered to 150 of 165 participants, a field study of one faculty participant, and interviews with seven faculty participants. This study was nested in four timely areas of scholarly research, namely post-secondary faculty development, technology-centered faculty development, the diffusion of innovations, and educational reform. Through the research questions, I sought to understand the workshop from the perspectives of the facilitators and faculty participants. Their perceptions illuminated the ways in which this instructional intervention impacted their behaviors and beliefs about integrating technology tools and teaching strategies in their courses. The qualitative data reported and analyzed in this study are shared in the form of profiles and vignettes constructed from the study participants' own words. This faculty development initiative contributed to the success of another educational reform effort on this campus. It effectively addressed the participants' learning needs and helped to diffuse technology-enabled teaching methodologies. The findings suggest a unique convergence of people, place and process created an effective learning environment that supported 21st-century university faculty development.
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WONG, Ka Fai. "A study of the universities of the third age in Hong Kong : an evaluation of elder academy model for the life long learning of older people". Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/31.

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Education aims at the development of knowledge and skills for its own sake and pleasure. People aged over 65 years currently comprise 11% of the Hong Kong population. Such aging population in Hong Kong constitutes a challenge to our society. To be adaptive to changes in the environment, especially in aging, more emphasis is placed on “lifelong learning” than on “lifelong education” for self-fulfillment Active aging is evidently supported as a solution to the impact of aging population. Lifelong learning is an important strategy for enhancing active aging. The provision and process of lifelong learning for older people can take several forms. Of these, the best known is the University of the Third Age (U3A). However, in Hong Kong, the number of well-structured lifelong learning models is limited. Among various U3A models, the Australian model is more suitable in Hong Kong. In 2008, the Labour and Welfare Bureau and the Elderly Commission launched U3A, named as the Elder Academy (EA), with local characteristics that fit the Hong Kong context. Initially 32 EAs were established in Hong Kong. In consideration of the limited studies on the lifelong learning model for older people, the current study aims to evaluate the local EA model for lifelong learning for older people in Hong Kong. In the first phase of the macro level of evaluation, a documentary analysis was employed to examine various U3A models and 32 EA documents. Then, the in-depth interviews were conducted to obtain stakeholder perceptions on the local EAs. A total of 14 EA stakeholders, including 2 school principals, 2 teachers, 2 social workers, 4 younger tutors, and 4 older people, were invited to share their views about the characteristics for the local EA. Phase 1 results identified the characteristics of local EA, such as the cross-bureau, cross-sector, cross-profession, and cross-age collaborations, the seed money, and an independent management committee. Local EAs have the ability to enhance the value of a “giving culture” and the positive image of the older people. They also provided platforms to train volunteers and health promoters, as well as to develop the new other learning experiences curriculum. In addition, it was found that Confucianism has an important impact on running the local EA model. Together with older people’s feedback, the micro level of evaluation (Phase 2) was undertaken to evaluate the effect of the proposed teaching-learning style used in the EA model. In Phase 2, a multiple method, a quasi-experimental study and in-depth interviews were conducted with participants in the “lecture and practicum” group. The quasi-experimental study evaluated the proposed teaching-learning style employed in the Health Frontier Trainers’ Program on learning performance. A convenience sample was recruited over the course of a month. Up to 40 participants formed the “lecture and practicum” group, whereas 30 participants formed the “lecture-only” group. Pre- and post-tests on the learning performance were administrated before and after the programs were applied to both groups. Assessment scores after the programs were recorded, after which their mean scores were compared. In-depth interviews were also conducted. A total of 10 participants consisting of 6 older participants and 4 younger participants from the “lecture and practicum” group were invited for interviews. Data were collected to examine the perceptions of the participants regarding the program. A statistically significant difference between the two study groups was found only in the change in the learning performance of the older participants. The older participants in the “lecture and practicum” group experienced a greater enhancement in their learning performance than those in the “lecture-only” group, thus, the proposed teaching-learning style was confirmed to be more effective toward the learning of older people. The proposed teaching-learning style included experiential-based learning, which emphasized the experiential nature of learning and interaction in the context of reality. Moreover, several themes were identified from interview data, such as developing knowledge and skills, enhancing intergenerational learning, bridging theory and practice, and perceived difficulty in the learning topic. These themes indicated that older people preferred experiential learning to lifelong learning. In conclusion, the characteristics of the local EA model were identified. Experiential learning was found to be better than lecture-based learning. Based on these findings, the local EA could develop a preferred lifelong learning model for older people when the local EA model with local characteristics is combined with the element of experiential learning.
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Jurewicz, Edward J. "The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /". [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.
Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."
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Libros sobre el tema "Education, Technology. Education, Adult and Continuing. Gerontology"

1

Maria, Kambouri, Mellar Harvey, National Institute of Adult Continuing Education (England and Wales) y National Research and Development Centre for Adult Literacy and Numeracy, eds. Using ICT. Leicester: NIACE, 2007.

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Bunkakai, Shakai Kyōiku Shingikai (Japan) Kyōiku Media. Shōgai gakushū to nyū media: Hōkoku. [Tokyo]: Shakai Kyōiku Shingikai Kyōiku Media Bunkakai, 1987.

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Snape, Dawn. Pathways in adult learning survey (PALS) 2003. Nottingham: Department for Education and Skills, 2004.

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Snape, Dawn. Pathways in adult learning survey (PALS) 2003. [Nottingham]: Department for Education and Skills, 2003.

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Palma, Lucia Terezinha Saccomori. Educação permanente e qualidade de vida: Indicativos para uma velhice bem-sucedida. Passo Fundo, RS, Brasil: Universidade de Passo Fundo, UPF Editora, 2000.

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Alice, Wolf Mary, ed. Connecting with older adults: Educational responses and approaches. Malabar, Fla: Krieger Pub. Co., 1996.

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How to use technology effectively in post-compulsory education. Abingdon, Oxon: Routledge, 2011.

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Curso de Verano "La sociedad del conocimiento y la educación permanente : retos y riesgos (2006 Casa de Cultura de Ciudad Rodrigo). La sociedad del conocimiento y la educación permanente: Retos y riesgos. Salamanca: Ediciones Universidad de Salamanca, 2007.

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M, Carroll John. Learning in communities: Interdisciplinary perspectives on human centered information technology. London: Springer, 2009.

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R, Malloch Theodore y Society for College and University Planning (Ann Arbor, Mich.), eds. Unleashing the power of perpetual learning. Ann Arbor, MI: Society for College and University Planning, 1997.

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Capítulos de libros sobre el tema "Education, Technology. Education, Adult and Continuing. Gerontology"

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Gruich, Madelon Reed. "Defining Professional Development for Technology". En Adult and Continuing Education, 376–95. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch022.

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Professional development for technology implementation is a critical component of achieving successful learning outcomes in educational settings. The use of technology in all teaching disciplines and administration requires the systematic training of every individual within the organization. Technology tools often provide the catalyst for skill development and attainment of expertise to ensure organizational successes. Through proven and research-based training opportunities, administrators and instructors can receive and ultimately share quality learning experiences that guarantee optimal learning achievement for school districts and specific instructional programs as technology is integrated into curricula. Planning professional development that creates seamless technology assimilation at all levels of use helps to guarantee that instructional design parallels desired learning outcomes.
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Polly, Drew, Clif Mims y Brenda McCombs. "Designing District-Wide Technology-Rich Professional Development". En Adult and Continuing Education, 689–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch038.

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This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: (a) Design differentiated professional development to meet all teachers' needs; (b) Include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; (c) Provide educational materials for teachers and parents about internet safety and legal issues; and (d) Determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.
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Fuller, Julia S. y Barry A. Bachenheimer. "Using an Observation Cycle for Helping Teachers Integrate Technology". En Adult and Continuing Education, 999–1009. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch056.

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The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors' definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers' application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.
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Wang, Victor X. y Patricia Cranton. "Transformative Learning and Technology in Adult and Vocational Education". En Adult and Continuing Education, 1102–13. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch063.

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Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners' Seeking Transformation via Web 2.0 Technologies, has emerged.
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Shambaugh, Neal. "A Professional Development School Technology Integration and Research Plan". En Adult and Continuing Education, 1741–57. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch100.

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Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?
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Parker, Judith E. "Technology as Integral to a New Paradigm of Adult Education". En Adult and Continuing Education, 312–20. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch018.

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Technology and adult education are often discussed as two separate subjects, yet just as it is impossible to live one day without the impact of technology, it is impossible to discuss adult education without considering technology. The growth of the field of adult education and the evolution of modern technology as well as the theorists and practitioners who were instrumental in moving the fields will be considered in this article as the foundation for a paradigm shift in adult education. Since effective adult education involves not only information dissemination but communication and collaboration among its participants, online learning activities and entire online courses influence how the field itself is viewed. This new paradigm will be explored in the current and future world of adult teaching and learning.
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Parker, Judith E. "Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions". En Adult and Continuing Education, 1836–48. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch106.

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Adult learning in today's society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and theories have been the foundation of adult education practice for over a century. However, a review of the historical context reveals that this new technology-infused learning landscape is dramatically different from its predecessor. This makes a reexamination of these ideas important for their future application. This chapter will reexamine the adult-learning principles of transformative learning, andragogy, and critical reflection in this technology-infused world and propose a new paradigm and corresponding practices for the new learning landscape in communities and professions.
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Hartsell, Taralynn, Sherry S. Herron, Houbin Fang y Avinash Rathod. "Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development". En Adult and Continuing Education, 1512–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch086.

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Using technology tools in math instruction can help stimulate problem-solving skills and understanding of math concepts. However, teachers need to be confident in their abilities to use technology tools. This study investigated whether or not a four-week in-service professional development institute that addressed the use of technology in math education helped improved the teachers' attitude and confidence in applying technology. Findings indicated that as the teachers explored and used the available technology tools relevant to math instruction during the institute, the more proactive and motivated they became to continue their professional development in using technology for classroom instruction. They realized that they were able to use technology and desired to continue their education in this area.
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Parker, Donna. "Implementing the Professional Development Program". En Adult and Continuing Education, 1356–71. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch077.

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As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.
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Dawson, Kara, Cathy Cavanaugh y Albert D. Ritzhaupt. "ARTI". En Adult and Continuing Education, 562–78. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch031.

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Action research is recognized as a powerful tool for professional development and teacher preparation (Cochran-Smith & Lytle, 2009; Zeichner, 2003) and teachers require powerful professional development to effectively integrate technology (Hew & Brush, 2007). ARTI (Action Research for Technology Integration) is an online tool designed to support the merger of action research and technology integration. This chapter provides an introduction to ARTI followed by a discussion of its theoretical foundations. Next, the conceptual design of ARTI is described in terms of the three main purposes for its development which are to provide: (1) an online scaffold for teachers to inquire about their technology integration practices, (2) a mechanism to synthesize action research information from multiple teachers, and (3) a mechanism to capture evidence of student learning within technology integration inquiries. Finally, examples of ARTI implementation, implications and future possibilities for the tool in teacher preparation are discussed.
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Actas de conferencias sobre el tema "Education, Technology. Education, Adult and Continuing. Gerontology"

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Wang Yijun. "Research on adult and continuing education based on distance education". En 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132155.

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Ardiwinata, Jajat S., Uyu Wahyudin, Dadang Yunus, Purnomo y Hodijah Wulandari. "The Implementation of Technology in Adult Learning in Community Education Units". En First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.011.

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Mc Loughlin, Claire y Marian Jennings. "LIFE-LONG LEARNING – MOTIVATION AND PARTICIPATION IN CONTINUING PROFESSIONAL DEVELOPMENT: THE CASE OF ADULT EDUCATION TUTORS". En 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1493.

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