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It motivates the need to help learners set, monitor, and achieve goals when paper-based worksheets are not revisited or when goal data is reduced to intake checkboxes for accountability. The piece presents a five-part solution—adopting a goals framework such as SMART, assessing technology access and ability, nudging, selecting tools, and celebrating achievement—while linking goal work to equity and student persistence.",{"@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/technology-solutions-for-adult-basic-skills-challenges-using-technology-to-help-students-set-monitor-and-achieve-goals/588930/",{"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/technology-solutions-for-adult-basic-skills-challenges-using-technology-to-help-students-set-monitor-and-achieve-goals/588930.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is monitoring adult learners’ goals important in this context?","Question",{"text":112,"@type":113},"The text explains that without monitoring, goals may be abandoned after intake or never reach instructors, leaving learners without support and weakening connection to persistence and achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the barriers described when goals are handled only through worksheets or intake checkboxes?",{"text":117,"@type":113},"Some classrooms stop revisiting goals once instruction starts, while other programs submit checked boxes mainly to satisfy federal and state data accountability requirements, meaning the information may not reach teachers or guide support.",{"name":119,"@type":110,"acceptedAnswer":120},"What five-part solution does the article propose for technology-supported goal work?",{"text":121,"@type":113},"The solution includes adopting a goals framework, determining learners’ technology access/connectivity/ability, nudging, selecting specific tech tools, and celebrating student achievement and success.","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},588930,1792460965,{"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":24,"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":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","ADULT LITERACY EDUCATION Winter 2021  \n| [http://doi.org/10.35847/ABurik.3.1.83](http://doi.org/10.35847/ABurik.3.1.83) |  |\n| --- | --- |\n|  | Technology Solutions for Adult Basic Skills Challenges |\n\nUsing Technology to Help Students Set, Monitor, and Achieve Goals  \nAnthony Burik, Outreach and Technical Assistance Network  \nThe focus of each Technology Solutions for Adult Basic Skills Challenges column begins with a common challenge facing adult basic skills practitioners. Solutions offered for these challenges, at least in part through the use of technology, include: hardware such as desktop and laptop computers, smartphones, electronic tablets, VR goggles, robots and electronic whiteboards; software applications such as websites, course management systems, learning management systems, and databases; and apps for mobile devices. Each article begins with a description of a challenge and examines one or more solutions that use technology.  \nThe column for this issue was written by invited author Anthony Burik, a project specialist in technology with OTAN in California.  \nDavid J. Rosen, Newsome Associates  \nDescription of the Challenge  \nImagine it is the start of a school year or a new term or semester, and you plan a goal-setting activity with your new students to kick off the class. You download an online goals worksheet or get your teacher-developed copy ready for use. When you meet your students on the first day, you take time to have students make a list of their goals and maybe even detail a plan for reaching those goals.  \nAnd then? While some teachers and students will return to the goals to monitor progress and check off completion, in other classrooms that is the last time the goals will appear, filed away as another thing to get to as the curriculum, instruction, and assessments take hold and become the priorities for everyone involved.  \nIn other programs and schools, some teachers do not even get to the first step. Goals are checked off by students during intake and registration and submitted by schools and agencies to satisfy federal and state data accountability requirements. Information about the checked boxes may or may not make its way to instructors. This becomes the only attempt by students to let us know why they come to our schools and programs and what their goals are.  \nWhile there is little doubt as to the importance of goal-setting and its connection to student persistence (See a short summary of the research in “Set and Monitor Goals” at [https://lincs.ed.gov/](https://lincs.ed.gov/)[ ](https://lincs.ed.gov/)[state-resources/federal-initiatives/teal/guide/](state-resources/federal-initiatives/teal/guide/)[ ](state-resources/federal-initiatives/teal/guide/)setgoals), many adult educators may not have a plan for not only helping students identify goals, but monitoring the progress of those goals and identifying if and when those goals have been achieved, and even reformulating student goals when issues in achieving them arise.  \nCorrespondence: David J. Rosen, [djrosen@newsomeassociates.com](djrosen@newsomeassociates.com) 83  \nThe political landscape of 2020 has also catapulted the issue of equity to the forefront. If students never get to state their goals, or do state their goals but nothing is done to help students reach them, how does that make the students’experiences in our adult education programs equitable? Why is attention to student goals not considered when we plan for what will happen on a daily basis in class?  \nLike many other aspects of the educational process, adult educators are looking to the possibilities of technology in the shift from print to digital solutions. Some questions that arise, then, are, can technology make a difference in the goal-setting, -monitoring, and-achieving process? Can technology help everyone-teachers, students, staff-be more attentive to and productive with student goals? And how can we use technology to promote our student success stories as students wo","cbCaioAIdOBxy6pR","https://ap.wps.com/l/cbCaioAIdOBxy6pR","pdf",215523,"English","# Using Technology to Help Students Set, Monitor, and Achieve Goals\n## Description of the Challenge\n## Possible Solution\n## Adopting a Goals Framework\n## Determining Technology Access, Connectivity, and Ability","[{\"question\":\"Why is monitoring adult learners’ goals important in this context?\",\"answer\":\"The text explains that without monitoring, goals may be abandoned after intake or never reach instructors, leaving learners without support and weakening connection to persistence and achievement.\"},{\"question\":\"What are the barriers described when goals are handled only through worksheets or intake checkboxes?\",\"answer\":\"Some classrooms stop revisiting goals once instruction starts, while other programs submit checked boxes mainly to satisfy federal and state data accountability requirements, meaning the information may not reach teachers or guide support.\"},{\"question\":\"What five-part solution does the article propose for technology-supported goal work?\",\"answer\":\"The solution includes adopting a goals framework, determining learners’ technology access/connectivity/ability, nudging, selecting specific tech tools, and celebrating student achievement and success.\"}]","Technology Solutions for Adult Basic Skills Challenges - Using Technology to Help Students Set, Monitor, and Achieve Goals | PDF",1792066215,18]