• Last Published 1/26/18
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  • Esri Training | Your Location for Lifelong Learning

In my research I found that Lifelong Learning is beneficial for younger & older students and younger & older teachers

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Aditi Rao (2013) of TeachBytes made a concise comparison of "using technology" versus "technology integration." In her view of "using technology," technology use is random, arbitrary, and often an afterthought. Technology is rare and sporadically used in the classroom, used for the sake of using technology, used mostly by the teacher to instruct learners on content. It's used more to complete lower order thinking tasks, and more instructional time is spent learning how to use the technology itself. Learners would use it primarily for working alone. Technology is used to facilitate activities that are feasible or easier to complete without technology. Technology is used to deliver information and is peripheral to the learning activity. Whereas, in her view of "technology integration," technology usage is planned and purposeful; technology is a routine part of the classroom environment and used to support curricular content and learning objectives. Technology is used to engage students and is used mostly by them. The focus on using technologies is to create and develop new thinking processes. More instructional time is spent using technology to learn. Technology is used to encourage higher order thinking skills, to facilitate collaboration in and out of the classroom, and to facilitate activities that would otherwise be difficult or impossible. Technology is used to construct and build knowledge. It is essential to the learning activity.

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Special report Learning and earning Lifelong learning is becoming an economic imperative
So how should educators facilitate young people's engagement with digital media? The key is teaching learners how to focus using a process in instruction involving "technology breaks." According to Rosen (2013):

 

Early Childhood & K-12 EdTech

Lifelong Learning Programme - Supporting education and training in Europe and beyond
The results were interpreted using a grounded theory approach, to produce a conceptual model of the skills and attributes of the lifelong learners in question.

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Commenting on results of a Pew Internet & American Life Project report, psychology professor Larry Rosen (2013) pointed out the multitasking with technology that learners do also can negatively affect academic performance in school as learners are unable to focus for long periods of time on any one task. They might be only able to stay on task for as little as 3-5 minutes before being distracted by such things as having multiple devices in their study environments (e.g., iPods, laptops, smart phones), texting, and using Facebook (p. 62). Jeffrey Kuznekoff and Scott Titsworth (2013) provided additional evidence on the negative affect on academic performance of learners using mobile devices during class lectures. They found that "Students who were not using their mobile phones wrote down 62% more information in their notes, took more detailed notes, were able to recall more detailed information from the lecture, and scored a full letter grade and a half higher on a multiple choice test than those students who were actively using their mobile phones" (p. 233). They suggested informing students of the results of their research, perhaps including a short summary of it within a course syllabus as a way to help learners make a more informed decision on potential impact on their learning of using mobile phones during class lectures. Yet this might not be enough to convince learners that results might apply to them.


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However, in promoting active use of technology such as seen in the figure found in the 2016 National Education Technology Plan (p. 18), the U.S. Department of Education (2016) noted that schools have a role to play not just in making technology available to close a digital divide, but to close a digital use divide by "ensuring all students understand how to use technology as a tool to engage in creative, productive, life-long learning rather than consuming passive content. Simply consuming media or completing digitized worksheets falls short" (p. 18).

Inspirational Lifelong Learning Quotes - Impowerage

Unlike using a paper-based book with a finite number of pages, technology makes the user aware that acquisition of knowledge is potentially limitless. Knowledge is constantly evolving with the end result that complete mastery of any topic is not truly possible. Not all information is complete, there are multiple points of view and opinions on a topic that can easily be accessed. Not all of those perspectives are from authoritative, peer-reviewed sources. The ease of anyone publishing anything leads to a need for constant questioning of what one reads. The result is that schools must take a greater role in helping learners to critically evaluate online content.

Heutagogy and Lifelong Learning: A Review of …

Thus in the 21st century, we see definitions reflecting a new mindset leaning toward learning technologies and on how instructional technologies can best serve learning. For example, the Association for Educational Communications and Technology (AECT) defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” (Richey, Silber, & Ely, 2008, p. 24). AECT has also addressed this issue fully in its book, edited by Alan Januszewski and Michael Molenda (2007).