Shilongo Eliphas Shilongo
Instantly, technology can enhance adult learning in Namibia because it has the potential to increase flexibility, provide access to expertise, facilitate discussion among adult learners who cannot meet face to face, and reduce feelings of isolation often experienced by non-traditional adult learners.
It also has the potential to increase adult learners’ autonomy, and support and promote constructivist and collaborative learning.
However, technology, itself, does not promote learning by default; it needs engagement and integration.
It does not obviate the educator’s responsibility for structuring the learning to ensure it benefits adult learners, promoters and policymakers.
Integrating technology into adult learning by proposing four basic approaches:
technology as curriculum, delivery
mechanism, a complement to instruction and instructional tool. Each approach is summarised here, including its benefits and limitations. Like any other instructional tool, technology can serve to perpetuate poor educational practice being offered currently to adult learners, or it can become a means for transforming learning.
In formal learning settings, leadership for using technology effectively rests with programmes' promoters.
However, technologies are not neutral tools. Their use will reflect whatever values the educator holds consciously or subconsciously about her/his relationship with adult learners, and their use will invariably bring advantages in the whole setting of informal education.
Part of using technology effectively is understanding what adult learners want in the learning environment when technology is employed. Suggestions for structuring environments include the following:
Create a place where adult learners can collect important ideas, express themselves, and feel some security that they are going in the right direction.
Provide fast and productive access to help when it is needed. Adult learners generally have two basic intrinsic motivating drives of autonomy and affiliation – provide a learning environment that promotes both independent and interdependent activities with cognitive as well as psychosocial support.
Several works of literature contain a number of specimens of how technology is being used to promote and spread good practice in adult learning, using technological devices and the internet to learn best, adult learners and when learning is active.
Networks customise instruction, but at
the same time keep it in the context of the
group, and the program describes how the internet can involve adult learners and their promoters more directly in producing optimistic results' interactivity.
To confess, learning is successful when adult learners can make connections between their experience and new information they are learning within the current revolution of emerging technologies, or when they see how learning is relevant to them and their lives.
In some cases, explaining why the information will help them in their current or future work, society and employment can make the connection.
Similarly helpful is finding ways for adult learners to do something with the new knowledge.
More practical and authentic use of technology is optimistic. For instance, many adult learners lack English language vocabulary, which they can attain through using technologies.
By reviewing literature, Namibia has no
self-directed strategies and simulation games for adult learners designed for all types of groups.
Equally important, self-directed strategies for adults’ learning hypothesises that adult learners can and should be active participants in their learning, using various technologies.
For some adult learners, particularly low-skilled or with little pre-knowledge of using technological devices, these will allow them to control their learning pace on their own by replaying games, videos and assimilators to enhance their learning relations to literacy and numeracy; doing more practice before moving on could yield good results.
A cellphone-based language and literacy programme is one specimen of a program that will allow adult learners to control the pace and trajectory of their learning.
Because they have access anytime and anywhere, adult learners can choose when to access their technology devices – when to do the practice, whether to repeat practice, and when to ask for help from their promoters.
Consequently, the tools that can support and advance the goals of adult learning are a part of everyday life, and are used by millions of adults on a daily basis.
Leveraging technology-assisted education for adult learners depends on several interconnected factors such as access to infrastructure, affordable devices, quality Internet connectivity, as well as trained adult education promoters and facilitators, relevant educational content, resources and digital skills.
Connectivity and access to devices are, thus, closely linked to skills development during the integration of technology in adults’ learning in Namibia.
Furthermore, take account of and prioritise the development of technology in adults’ learning and competencies among rural children, disadvantaged communities, less fortunate youths and all adult learners through relevant social media and education policies, interpectoral partnerships, dedicated programmes and initiatives, as well as teaching and learning resources with dedicated funding and aligned implementation arrangements.