ABSTRACT
The COVID-19 pandemic of the early 2020s resulted in a rapid infusion of technology into all spheres of adult education. This chapter offers examples and a method to integrate appropriate technologies with adult education goals and objectives. Incorporating Bloom’s Taxonomy and critical thinking into the use of technology in adult education, the author details how incorporating the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2006) can help adult educators improve their own education practices to maximize adult learner outcomes. Tips and strategies are shared for commonly used technologies and a technology self-assessment checklist that can help adult educators plan their strategies for improving their skills and competencies in this area. Some commonly used technologies that are discussed involve collaboration, both in terms of creating learning communities and crafting documents and presentations. In addition, this chapter covers adding videos to learning modules and using quizzes to assess the learner’s comprehension. Finally, there is a technology self-assessment for instructors and success strategies for using technology in adult education environments.
