THE IMPACT OF TECHNOLOGY ON ADULT LEARNING AND DEVELOPMENT: AN HISTORICAL, CONTEMPORARY AND FUTURISTIC PERSPECTIVE

摘要

This qualitative study addresses the question, "How will electronic information/communication technologies influence the future of adult nonformal education?" As rapid change is taking place in electronic technologies, the reexamination of methods of organizational change, educational methodology, delivery systems, and potential adult audiences become important considerations and are analyzed in the study.;The history of the printing press and television, is examined as representative of major technological introductions with resulting social and educational change. Exploratory and descriptive research methods are then utilized to examine adult education and electronic technology from a contemporary vantage point. Finally, historical and contemporary components of the relation of technology to adult audiences serve as a basis for inventing the future of nonformal adult education in the next century.;The advent of earlier technologies, the printing press and television, affected society and education by enhancing the capacity to store, retrieve, preserve, and transmit information. Electronic instructional technologies have become a new influence on education with the expanded potential to do the same. Each electronic instructional technology has the potential to MULTIPLY, AMPLIFY, AND DUPLICATE information, knowledge, and decision-making aids. Electronic technologies have also reduced two of the major barriers to information and educational access--time and distance. However, they have not eliminated financial barriers.;Instructional technologies having potential for nonformal adult education programs studied are: video cassettes, interactive video, artificial intelligence (expert systems, natural languages, robots), and electronic networks (teleconferencing, electronic mail, bulletin boards, and data bases). Because of the capacities and capabilities of these technologies, educating in the information age will require different organizational structures and leadership, new adult educator skills, and an awareness of emerging educational needs of adult audiences.;Educational information/communications technologies will require adult educational organizations to give greater consideration to the issues of equity, finances, dehumanization, social impact, adult education, work, instructional technologies, and long-range planning.