Technological advancements in the current generation have made remarkable progress and tremendous changes that foster convenience and accessibility in retrieving information. However, technology is vast, and plenty of scientific innovations revolve around the use of equipment, methods, and devices. Therefore, the current changes have complex entities that can be an obstacle to adult learning. Integrating scientific appliances in adult learning has imposed challenges due to the level of literacy of adults in coping with new ways of accessing information and using various devices to convey feedback. Most adults were born at times when there was little technological growth. Hence, little exposure could hinder adults from the current changes in technology.
According to Kubiatko (2013), the barrier that most adults face is technological skills deficiency. A research that was conducted by Cappel and Smart (2006) investigated the view based digital divide among adult learners. The digital divide on the basis of establishing perceptional preferences on learning based on either incorporating technology or sticking to the traditional way of learning. The findings show that most adults embraced the tradition that engaged little technology which involved online learning (Flintoff, K. pp 19, 2016). In addition, Valadez and Duran assert that there is inequality in technology learning whereby some areas lack internet or have low internet access. Some universities also have limited resources to facilitate online learning. This could be one of the reasons some adults are incompetent in embracing the use of technology in their learning. Therefore, the essay focuses on the discussion-based technology challenge in adult learning.
Computer literacy is one of the major challenges in adult learning, but it is not an issue for millennial adults who are conversant with computers. However, adults who have been working for a longer period of time and have been avoiding the use of computers have challenges in computer literacy. The most crucial part of this context is internet literacy, which can challenge adult learners. According to Kroenke (2014), people should stop generalization on the ideology every individual born in a developed country is well acquainted with technological skills to the extent we ignore offering training on the same. Instead, they should identify that every individual has different backgrounds in computer literacy and experiences.
However, there have been efforts by universities and colleges in addressing this challenge. The universities and colleges resourced enough programs to fill the gap of little know-how on the technology used in learning (Hashim, K. F. pp385, 2015). Use of writing centers and computer labs together with other technological resources are meant in equipping learners with basic skill, especially on the use of computers in writing.
Technology evolves through innovations that are scientifically oriented. This evolutional progress that passes from one generation to another comes with a disruptive character that challenges adults. This is because of getting used to certain computer skills which have been adopted over a number of years. The changes that come along with innovation require a little bit of commitment to finding the baseline on how to make them relevant in our lives. Adults tend to refrain from this kind of challenges that make them feel demotivated in pursuing their goal in education.
Julius Davis (2016) asserts that adults fear to lose their data, breaking devices or even losing photos and personal information when it comes s to the issue of technology. There have been occasions whereby hacking of computer has led to the loss of important information. This brings an element of fear in using computers. If adults have a real fear, there are very high chances he/she might not engage computers as an e-learning tool (Czaja, S. J., & Sharit, J. 2016). Notifications from messages and popping of adverts in the screen increase the levels of stress because they cause a lot of disturbances or obstructions in trying to undertake a task. In addition, can make the adult give up due to too much effort involved in straining to access information.
Some of these technological appliances that are latest are very expensive. Adults may lack adequate funds to purchase the latest model that is effective and efficient. This factor contributes to the digital divide among adults. If the adult is coming from a low social economic status, there is a probability that the adult would have low digital literacy. This scenario can also be family related, for instance, if the parents have poor digital literacy, the likelihood of the children to be the same as parents are high (Cincinnato, S. pp 39,2015). The argument behind this is that parents conversant with technological devices are more likely to buy some of these technological appliances for their households. By doing so, children are able to interact with them more often.
The degree of using technology in e-learning among adults is remarkable, especially to young adults. The old adults are not well equipped to work with speed and accuracy. Some have vision issues. The light from the screens affect their eyes and they might not want to engage much of their time focusing on the computer for a longer time (Bayne, S. pp10, 2015). This affects their concentration in tackling their tasks. Consequently, it lowers their speed at accomplishing certain instructions objectives subjected to them. This has been a problem in most institution on finishing the task on the targeted deadline. However, most universities have taken an initiative of making a follow up on these adults by always keeping in touch to motivate them.
Web platforms with scholarly information based on various articles some of them are inaccessible due to the fee they charge before access. Financial constraints can make an individual use the alternative free source of information on various websites that can contain biased and unreliable information to use (Bayne, S. pp10, 2015). These biases have made most adults prefer to pursue their learning at cross-range access to the school library. Some have opted the use of an article that are published and presented in form hard copy.
In conclusion, technology has played a key in trying to facilitate learning in many dimensions that involve instructional learning, evaluation, analysis of data and most importantly storing of data. Integrating technology in education has made a remarkable change in retrieving information despite being far away from the institution. This paved the way for e-learning that is flexible and convenient for most working adults to advance in their careers.
References
Bayne, S. (2015). What’s the matter with ‘technology-enhanced learning’?. Learning, Media and Technology, 40(1), 5-20.
Czaja, S. J., & Sharit, J. (2016). Designing training and instructional programs for older adults. CRC Press.
Hämäläinen, R., De Wever, B., Malin, A., & Cincinnato, S. (2015). Education and working life: VET adults’ problem-solving skills in technology-rich environments. Computers & Education, 88, 38-47.
Hashim, K. F., Tan, F. B., & Rashid, A. (2015). Adult learners’ intention to adopt mobile learning: A motivational perspective. British Journal of Educational Technology, 46(2), 381-390.
Khaddage, F., Müller, W., & Flintoff, K. (2016). Advancing mobile learning in formal and informal settings via mobile app technology: Where to from here, and how? Journal of Educational Technology & Society, 19(3).
