How Easy Is It for Adult Educators To Use the Information Superhighway?

Autor/in	Rosen, David J.
Titel	How Easy Is It for Adult Educators To Use the Information Superhighway?
Quelle	(1996), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Adult Literacy; Computer Networks; Educational Research; Educational Technology; Information Utilization; Internet; Literacy Education; Technology Transfer; Use Studies; User Satisfaction (Information) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Computernetz; Computernetze; Kommunikationsnetz; Bildungsforschung; Pädagogische Forschung; Unterrichtsmedien; Informationsnutzung; Technologietransfer; Benutzerschulung; Benutzerfreundlichkeit
Abstract	In November 1995, an online survey was conducted of 113 adult literacy practitioners who were actively using the Internet. Respondents reported the following difficulties encountered in learning to use the Internet: purchasing and learning to use hardware or software; getting access to a telephone line; getting an Internet account; learning account commands; accessing the Internet provider server; and learning to use various Internet features. They reported the following kinds of supports and training as helpful in overcoming these difficulties: hands-on experience; a friend or colleague; manuals, guides, or printed instruction; training workshop(s); technical assistance by telephone; online technical assistance by electronic mail, a message forum, or in real time; a"techno-buddy" assigned to help by telephone or in person; and course(s). These Internet features were used, in order of priority: electronic mail, listservs, World Wide Web, gopher, uploading/downloading files, newsgroups, and file transfer protocol. The Internet was used for adult education activities such as: electronic mail exchange with colleagues; using listservs or message forums/newsgroups to get and share information about practice or policy; searching databases for information; research; work on projects with colleagues; reading online magazines or journals; reviewing teacher-made curricula or lesson plans; helping students; looking for paid or volunteer work opportunities; and searching online news databases for adult education-related information. (Contains six tables.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01