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Drawing on learning sciences research and Digital Promise’s Adult Learner Model, it analyzes how literacies, cognition, social-emotional factors, motivation, and background conditions interact to influence outcomes. It also highlights challenges affecting teacher-student interactions and calls for whole-learner, culturally responsive technology-rich practice.",{"@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/beyond-frameworks-supporting-adult-educators-to-leverage-technology-and-customize-the-learning-experience-part-3/589115/",{"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/beyond-frameworks-supporting-adult-educators-to-leverage-technology-and-customize-the-learning-experience-part-3/589115.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":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about technology use in adult education?","Question",{"text":112,"@type":113},"It questions how to integrate technology meaningfully without ignoring learners’ and educators’ backstories, emotions, and skills. 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It explains how digital literacy, working memory, motivation, and adverse experiences interact to affect learning.","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},589115,1792167498,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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":143,"read_time":144,"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/SCacicio](http://doi.org/10.35847/SCacicio)  \n| .AShell. MTare.4.1.56 |\n| --- |\n| Forum: Online Learning, Technology Integration, and Digital Literacy |\n\n(Part 3 of3)  \nBeyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience  \nSarah Cacicio, Alison R. Shell, and MedhaTare, Digital Promise  \nMuch like adult learners, adult educators enter the classroom with diverse educational, professional, and lived experiences—and varying levels of familiarity with digital tools and technology. But in the hours following the 2020 COVID-19 outbreak and subsequent shutdown, educators across the nation were suddenly tasked with teaching online. For the most part, educators in adult literacy, academic, and ESOL programs had limited experience with online learning prior to the crisis (World Education, 2020) . As Vanek describes in her forum piece, Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers , the majority of educators had to quickly learn and adopt new ways of planning and delivering instruction.  \nOver time, the conversation around the role of technology in adult education shifted. In spite of the tremendous hardship experienced in and outside of the classroom, the crisis revealed an untapped opportunity to meet the needs of adult learners more effectively through flexible programming, digital skills development, and personalization of learning. Vanek indicates that online learning may be“a previously under-utilized but promising” instructional option in adult education. To better leverage technology across the field, the author suggests that educators adopt clear models or frameworks to effectively design instruction, make informed decisions about digital  \ntools and platforms, and ultimately, meet the complex and varied needs of adult learners.  \nBut how can we meaningfully integrate technology into adult education without fully acknowledging the backstories, emotions, and skills of the learners and educators who serve them? While Vanek acknowledges that different frameworks resonate well with different teachers, depending on their planning style, comfort, and past experience, the underlying factors that may influence decision-making are not adequately explored. The purpose of this article is to delve deeper into the myriad individual and systemic factors that impact the adult learner, educator, and their interactions through the lens of learner variability. Embracing well-designed and implemented education technology is a major step in the future of equitable and sustainable learning for adult education, and understanding the whole person remains at the core of learner success .  \nUnderstanding Learner Variability  \nLearner variability is the recognition that all students differ, and that learning sciences research guides us in understanding how these differences matter for learning (Pape, 2018) .  \nCorrespondence: [scacicio@digitalpromise.org](scacicio@digitalpromise.org) 56  \nResearch is clear that adult learners, much like their younger counterparts, vary greatly in terms of their cognitive abilities, social and emotional considerations, and unique background situations (Tare et al. , 2020) . Adult learners are motivated to improve their education and career outcomes, but to successfully pursue pathways that lead to greater social mobility, they also need affordable childcare, stable housing, access to high quality healthcare, and livable wages (Simpson-Baird, 2020) . When background factors such as these are considered together, along with contentspecific factors, adult educators can better identify what each learner requires to realize their goals. Educators who adopt a whole learner framework can build stronger relationships with their students, create more meaningful learning experiences, and promote better outcomes. This process includes strengthening culturally responsive teaching","cbCaik8KRncT5HxM","https://ap.wps.com/l/cbCaik8KRncT5HxM","pdf",86979,"English","# Beyond Frameworks: Supporting Adult Educators to Leverage Technology and Customize the Learning Experience\n## Understanding Learner Variability","[{\"question\":\"What problem does the article address about technology use in adult education?\",\"answer\":\"It questions how to integrate technology meaningfully without ignoring learners’ and educators’ backstories, emotions, and skills. It argues that underlying decision factors are not adequately explored.\"},{\"question\":\"How does the article define learner variability?\",\"answer\":\"It describes learner variability as differences across students and explains how learning sciences research shows these differences matter for learning. It emphasizes that adults vary in cognition, social-emotional considerations, and background situations.\"},{\"question\":\"What is the Adult Learner Model mentioned in the article?\",\"answer\":\"Digital Promise’s Adult Learner Model synthesizes learning sciences research across four areas: literacies, cognition, social-emotional, and learner background. It explains how digital literacy, working memory, motivation, and adverse experiences interact to affect learning.\"}]","Beyond Frameworks - Supporting Adult Educators to Leverage Technology and Customize the Learning Experience - Part 3 | PDF",1792066579,15]