[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589113-105":59,"doc-detail-589113-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","adult-literacy-education-winter-2022-supporting-quality-instruction-building-teacher-capacity-as-instructional-designers-part-1","ADULT LITERACY EDUCATION WINTER 2022 - Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers - Part 1","","ADULT LITERACY EDUCATION WINTER 2022 explores how adult educators responded to COVID-19 challenges through instructional innovation and technology integration. It argues that teachers could sustain and improve distance learning by adopting new planning approaches and leveraging instructional design judgment under pressure. The text reviews technology use before and during the pandemic, highlighting participation trends in distance education and remote synchronous instruction. It then emphasizes using structured technology integration frameworks to evaluate decisions, strengthen capacity, and support diverse learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-literacy-education-winter-2022-supporting-quality-instruction-building-teacher-capacity-as-instructional-designers-part-1/589113/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-literacy-education-winter-2022-supporting-quality-instruction-building-teacher-capacity-as-instructional-designers-part-1/589113.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did adult literacy instruction shift during the COVID-19 pandemic?","Question",{"text":112,"@type":113},"Teachers had to work in new ways to sustain instruction when in-person learning was not possible, using technology tools and digital resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors made it difficult to prioritize technology use before the pandemic?",{"text":117,"@type":113},"Common challenges included limited resources for students, students’ restricted access to devices, and varying practitioner and learner skills and comfort with digital resources.",{"name":119,"@type":110,"acceptedAnswer":120},"How can teachers improve technology integration decisions going forward?",{"text":121,"@type":113},"The text recommends structured use of technology integration frameworks and strategies to evaluate effectiveness, helping teachers make efficient and sound decisions and build capacity for technology-rich instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589113,1792066578,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION WINTER 2022  \n| [http://doi.org/10.35847/JVanek.4.1.43](http://doi.org/10.35847/JVanek.4.1.43) |  |\n| --- | --- |\n|  | Forum: Online Learning, Technology Integration, and Digital Literacy |\n\n(Part 1 of3)  \nSupporting Quality Instruction: Building Teacher Capacity as Instructional Designers  \nJen Vanek, World Education  \nA predominant narrative about adult education during the COVID-19 pandemic has been about how teachers, under unprecedented hardship, endeavored to work in new ways, drawing on technology tools and digital resources to sustain instruction when they could not meet learners in person (Belzer et al. , 2020) . Though teaching and learning at a distance did not resonate well with all teachers and learners, those who persisted did realize notable success in continuation of work and learning (Vanek, 2021) . In order to succeed, teachers had to embrace working in entirely new ways-especially in the way they planned or designed instruction.  \nThere was sufficient success in the field that, by spring of 2021, a common and very salient conversation among teachers and adult education leaders alike was about how to define“the new normal.” That is, how the field might leverage or build on instructional innovations (e.g. , flexibility of programming, focus on digital skills development, personalization of learning) without, what was acknowledged by many as, the unprecedented level of work for teachers during the pandemic. Perhaps the answer lies in finding ways for teachers to more quickly make efficient and sound decisions about digital resources and technology integration. I offer here a suggestion--encouraging structured use of technology integration frameworks and strategies to evaluate  \nthe effectiveness of their decision decisions and implementation. Doing so can help teachers build on what they learned as practitioners during the pandemic and build their capacity to design technology-rich instruction that meets the needs of diverse learners.  \nLooking Back in Order to Move Ahead  \nThough there were efforts made to leverage technology to enhance and extend learning opportunities in adult literacy, basic academic skills, and ESOL programming prior to the pandemic, many programs found it difficult to prioritize that work. Common challenges included lack of resources to support students, students’ limited access to devices, and both practitioners’ and learners’ skills and comfort learning with digital resources (Vanek et al. , 2020) . There is little reported research on the level of use of technology in adult education classrooms (Lister et al. , 2014); however, federally reported data on participation in distance education does exist, as reported in NRSTable 4C, and shows this reticence reflected in the percentage and number of learners participating in distance education prior to the pandemic.  \nParticipation in distance education was consistently low in the years leading up to the  \n[Correspondence: jen_vanek@worlded.org](Correspondence: jen_vanek@worlded.org) 43  \npandemic. In program years 2016-2017 and 2017- 2018, they represented just 3.8% of all learners. In 2018-2019, the number rose very slightly to 4% . Across these years, data show that distance learners performed nearly as well or better than non-distance learners (National Reporting System for Adult Education, n .d.) .  \n2019-2020 NRS data show a marked increase in distance learners (up to 16% of all learners), which included 3 months of the pandemic. However, MSG attainment for distance learners dropped from about 45% in the previous year to 39% in the 2019-2020 program year (National Reporting System for Adult Education, n .d.), which includes the earliest months of the pandemic and can likely be accounted for by the rapid rush to distance learning by programs and teachers who were  \nill-prepared to help learners succeed. Though it should be noted that these data offer a limited perspective for a number of reasons,1 this jump in d","cbCaiaHEQnYb1KkH","https://ap.wps.com/l/cbCaiaHEQnYb1KkH","pdf",195205,"English","# Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers\n## Looking Back in Order to Move Ahead\n## Teacher’s Decisions about Digital Technology and Resource Integration","[{\"question\":\"Why did adult literacy instruction shift during the COVID-19 pandemic?\",\"answer\":\"Teachers had to work in new ways to sustain instruction when in-person learning was not possible, using technology tools and digital resources.\"},{\"question\":\"What factors made it difficult to prioritize technology use before the pandemic?\",\"answer\":\"Common challenges included limited resources for students, students’ restricted access to devices, and varying practitioner and learner skills and comfort with digital resources.\"},{\"question\":\"How can teachers improve technology integration decisions going forward?\",\"answer\":\"The text recommends structured use of technology integration frameworks and strategies to evaluate effectiveness, helping teachers make efficient and sound decisions and build capacity for technology-rich instruction.\"}]","ADULT LITERACY EDUCATION WINTER 2022 - Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers - Part 1 | PDF",18]