New information and communication technologies are changing literacy practices at an unprecedented rate. As literacies are being transformed by technological change, electronic communication and the globalisation of knowledge, this poses new questions and challenges for literacy educators. Using a case study approach, this report examines the interaction between new and emerging digital technologies, adult learning and literacies for both educators and learners. The findings demonstrate that changes to teaching practices associated with the use of information and communication technologies are possible. Some important findings also provide a base for developing systematic and informed approaches to further adult literacy education in an age where literacy practices are increasingly mediated by the use of information and communication technologies.
This project investigates the uptake of e-learning in two countries (Australia and Korea) which have experienced a rapid expansion of the use of information technology in education and training. A key finding is that although e-learning can increase flexibility and cost efficiencies in the delivery of training, it cannot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilise the technology continues to be important.
This paper investigates the strategies and practices used by institutions worldwide to develop the professional experience of teachers and practitioners. It also explores successful models for ensuring that staff development provides a way of maintaining relevance in an increasingly complicated and globalised training market.
Australia's innovation capacity is, in part, reliant on its teaching workforce - to teach and promote new technologies to industry. This pilot study examines how vocational education and training (VET) teachers, in particular TAFE teachers, maintain the currency of their skills and knowledge base. It also explores their role in the development and diffusion of innovative practices and new technologies in the manufacturing sector. Despite the lack of recognition of TAFE teachers in national innovation policies and programs, they do provide a technology diffusion function. However, there are impediments to maintaining the currency of teacher skills and equipment, including inadequate capital expenditure on equipment, an aging teaching workforce and reduced access to professional development and return-to-industry programs.