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Reported gains included improved learner English language and reading comprehension, and revised teaching approaches that promoted more peer-centered learning. 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[http://doi.org/10.35847/JKobrin.PBullock.JGierke.CHeil.3.1.49](http://doi.org/10.35847/JKobrin.PBullock.JGierke.CHeil.3.1.49) |  |\n| --- | --- |\n|  | Report from the Field |\n\nAdult Educators Adopting Technology in Their Classrooms Through Innovation, Collaboration, and Inquiry  \nJennifer Kobrin, University of Pennsylvania Peta-Gaye Nicole Bullock, PowerCorpsPHL Jillian Gierke, Garces Foundation  \nCharlie Heil, HIAS PA  \nAbstract  \nTechnology is a critical resource in adult education, yet opportunities for ongoing training and support for practitioners are few. This article explores an inquiry-based, collaborative professional development initiative focused on technology adoption, sharing the firsthand accounts of three adult education teachers who participated. Perceived benefits included ways for learners to build English language and reading comprehension skills, and adjustments in teaching practices to encourage increased peercentered learning. Strategies for technology adoption are also provided through the teachers’ examples, which may be useful for practitioners new to technology integration.  \nKeywords: adult basic education, technology adoption, professional development, digital literacy  \nMany adult educators are turning to technology as a resource that has potential for anywhere/ anytime learning opportunities, meeting learners’ diverse goals, and supporting digital literacy. However, using any new technology in the classroom can also present unexpected obstacles, from technical glitches to learners not participating as intended. More opportunities for ongoing professional development and information about best practices for technology are needed in the field (Rosen & Vanek, 2017).  \nIn Philadelphia, the Office of Adult Education (OAE) worked since 1983 to provide professional development and technical assistance to adult education programs.1 In 2017, we received funding to implement the PHL Technology in Adult Education Initiative. The project ran for 18-months and was structured around three 90-day sprints for the nine adult education practitioners who participated to completion, with a focus on ongoing peer collaboration. We also provided support as practitioners developed  \n1 As of Summer 2020, adult education services are now a part of the City of Philadelphia, Office of Children and Families.  \nCorrespondence: [jkobrin@upenn.edu](jkobrin@upenn.edu) 49  \nresearch questions, collected and analyzed data, and wrote reflections based on their findings.  \nA collaborative, inquiry-based approach has been used successfully as a way for teachers to advance their practice related to technology (Hobbs & Coiro, 2019). To further highlight the learning opportunities that accrue by sharing knowledge among participants, we employed a communities of practice approach. Communities of practice have been used widely in educational settings and emphasize learning and knowledge creation as a social process (Lave & Wenger, 1991; Wenger, 1998). The research aspect of the project was inspired by the idea of practitioner inquiry, which focuses on knowledge generated by practitioners in their practice (Cochran-Smith & Lytle, 2009). We also drew from general best practices in K-12 professional development, including active learning techniques and time for collaboration and reflection (Darling-Hammond et al., 2017). Finally, certain logistical aspects were informed by a similar initiative (Illinois Digital Learning Lab, 2018).  \nParticipants were teachers and administrators from programs focused on ESL, workforce development, and high school equivalency. The initial phase included recruitment and onboarding, where participants self-selected into teams based on themes they identified:  \nLeveraging Technology Inside the Classroom (1), Technology as a Resource Outside the Classroom (2), and Supporting Adult Learners’Retention (3). During this phase, team members also collaborated on problem statement","cbCaisqOyuEo54x3","https://ap.wps.com/l/cbCaisqOyuEo54x3","pdf",180213,"English","# Abstract\n## Technology in adult education and professional development needs\n## PHL Technology in Adult Education Initiative overview\n## Communities of practice and practitioner inquiry\n## Participants and sprint-based project structure\n## Teacher-written examples of technology integration\n## Mind Maps as a tool for critical thinking","[{\"question\":\"What problem does the article address about technology in adult education?\",\"answer\":\"It highlights that, although technology is valuable in adult education, ongoing training and support for practitioners are scarce and opportunities for best-practice guidance are limited.\"},{\"question\":\"How was the technology initiative structured in Philadelphia?\",\"answer\":\"The PHL Technology in Adult Education Initiative ran for 18 months, using three 90-day sprints and a peer-collaboration focus, supported by quarterly facilitated meetings and monthly team meetings.\"},{\"question\":\"What benefits did the teachers report from participating in the initiative?\",\"answer\":\"Teachers described benefits such as learner gains in English language and reading comprehension, along with adjustments to teaching practices that encouraged increased peer-centered learning.\"}]","Adult Literacy Education Winter 2021 - Report from the Field - Adult Educators Adopting Technology in Their Classrooms Through Innovation, Collaboration, and Inquiry | PDF",1792066210,15]