Andragogy of Educational Technology Training

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Effective Professional Development Using Androgogical Principles


When designing technology training for adult learners, it’s important to recognize that adults have different needs, motivations, and learning styles compared to younger students (Fox, 2020). Andragogy, the art and science of teaching adults, is a term popularized by Malcolm Knowles in the 1960s. Knowles’ six assumptions of adult learners provide a foundation for effective professional development (PD) design (Fox, 2020). Understanding and applying andragogy principles is crucial for improving educational technology training for adult learners.


First, adults need to understand why they should learn something before investing time and effort (Fox, 2020).  For example, when introducing a new learning management system, trainers should demonstrate how it will facilitate communication with students and parents.  Additionally, adult learners are more likely to learn effectively when given autonomy (Fox, 2020).  This could be  by providing a mix of structured workshops and self-paced online modules for learning new technologies. As Bliss (2019) notes, many adults now conduct self-directed learning episodes online, so leveraging digital platforms can be beneficial.

Adult learners also bring a wealth of experience (Fox 2020), which should be utilized in trainings.  For instance, when teaching about a new digital tool, draw connections to educators’ existing knowledge and classroom experiences by asking participants to share technology integration strategies. Moreover, adults are ready to learn things they can apply immediately to real-life situation (Fox 2020).  Therefore, technology training should focus on practical classroom applications, such as creating a digital quiz using a new assessment tool that teachers can use in their next lesson.


When it comes to the orientation of learning, adults are task-centered and problem-centered (Fox, 2020).  Technology PD could be structured around solving common classroom challenges, such as using digital tools to differentiate instruction for diverse learners.  Furthermore, fostering intrinsic motivation by connecting training to educators’ growth goals and interests can enhance engagement and long-term adoption of new technologies (Fox, 2020).  




Research has shown that high-quality implementation of PD programs leads to better teacher and student outcomes (Martin et al., 2010). This underscores the importance of ensuring fidelity in program delivery and providing ongoing support through coaching and classroom visits. Additionally, incorporating hands-on experiences, such as those offered in Makerspace environments, can boost educators' confidence in integrating new technologies (Miller et al., 2017).


Finally, systematic evaluation of PD programs is crucial for continuous improvement. By assessing changes in teacher knowledge, classroom implementation, and student outcomes (Martin et al., 2010), we can refine our approaches and ensure that educational technology training remains relevant and impactful for adult learners.



By applying these andragogical principles, we can create more engaging and impactful educational technology training for adult learners.  The key is to focus on relevance, active learning, and ongoing support to help educators successfully integrate new tools into their practice.

References

Bliss, A. C. (2019). Adult Science-Based Learning: The Intersection of Digital, Science, and Information Literacies. Adult Learning, 30(3), 128–137.

Fox, P. (2020, July 22). Adult Learning Theory | Knowles' 6 Assumptions of Adult Learners [Video]. YouTube. https://www.youtube.com/watch?v=SArAggTULLU

Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. M. (2010). Connecting instructional technology professional development to teacher and student outcomes. Journal of Research on Technology in Education, 43(1), 53-74.

Miller, J., Christensen, R., & Knezek, G. (2017, March). Effect of a makerspace training series on elementary and middle school educator confidence levels toward integrating technology. In Society for Information Technology & Teacher Education International Conference (pp. 1015-1020). Association for the Advancement of Computing in Education (AACE).

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