Robin outlines the key features of digital storytelling and examines how it facilitates learning in a variety of settings.

The text examines the ways virtual reality can facilitate embodied learning.

Hodson relates specific examples of effective technology integration in her classrooms. Although she acknowledges the apprehension both instructors and learners feel, she argues that the benefits outweigh them.

7/10

The article explains three theories of adult learning: andragogy, SDL, and transformational learning. The authors additionally provide practical application of the theories in the classroom.

8/10

Although not specifically geared toward adult learning, the article includes valuable insight into the role technology can play in non-profit organizations. Boles's focuses on how non-profit organizations can enhance their work integrating technology into three key areas: service delivery, fundraising, and outreach. Of particular interest are the sections on barriers to integration and how to overcome them.

7/10

Published by the American Sociological Association, the article addresses best practices for meeting the needs of military students in sociology classes in higher education. Drawing on Knowles' andragogy, the authors give tips for course organization, feedback, content, and communication.

9/10

The article explains the shift in military training to implement practices that align with Kolb's experiential learning theory. More specifically, Pierson discusses how competency-based education can best be used to improve Army training programs.

9/10

ATD, a non-profit organization that promotes training and development in the workplace, outlines the three primary learning theories that instructional designers need to know to provide effective corporate training.

10/10

Pappas provides a brief breakdown of the characteristics of adult learners to help instructional designers develop effective content.

6/10

The authors present a study that compared face to face and hybrid instruction in graduate classes for counseling students. The results indicate that using technology, including web tools to facilitate instruction, improved test results in a small sample of students.

8/10

Flores examines the current research as it relates to distance learning. She explores technology integration and learning theory. Throughout, she stresses the importance of professional development for instructors to equip them to provide quality distance education.

10/10

The authors detail their development of a professional learning community to advance technology integration at Nova Southeastern University. After a literature review of the key components of online learning, they discuss the method of implementing the PLC and the major outcomes and then offer recommendations for starting a PLC within institutions of higher ed.

10/10

Thomas and Gilbert offer a literature review of current technologies available to improve athlete performance. They provide a brief theoretical foundation for the technologies and how they can be sued to improve athletic and personal performance.

8/10

The study examines uses of mobile technology, namely cloud computing and self assessment, to improve nursing instruction. The authors evaluate mlearning environments and the potential barriers to their success.

9/10

The article outlines the value of story-telling in professional development to improve faculty effectiveness. Identifying the problems with current professional development and their lack of efficacy, the authors argue the digital storytelling engages educational professionals, attracting them to online training.

10/10

The article examines the value of digital storytelling to improve online communities within Army professional forums. In addition to providing a basis for storytelling, the authors examine how storytelling can improve discussions in military training.

9/10

Coffey argues the effectiveness of online literature discussions in the elementary classroom. Addressing both synchronous and asynchronous environments, she suggests that computer-based discussions can enhance understanding of literature and promote community within the classroom.

10/10

Rossiter and Garcia evaluate the use of digital storytelling in adult learning classrooms, primarily through the use of "autobiographical learning" where learners share personal experiences and connections with the content. They outline "three key dimensions" that make storytelling valuable in adult learning: voice, creativity, and self-direction.

10/10

The site provides an explanation of digital storytelling, an outline of the uses in education, and a foundation of web tools to implement digital storytelling as a means of instruction. The 7 elements of digital storytelling serve as a guide for instructors and students.

10/10

This manual, published by Hanover Research, outlines theory and practice of technology integration in the K-12 classroom and provides key strategies for professional development to equip teachers to successfully integrate technology.

10/10

The authors present the benefits of coaching in professional development for educators in today's technologically advanced classrooms. Of particular interest is the explanation of the different methods of coaching: executive, coactive, cognitive, and instructional. They suggest that coaching provides more successful outcomes than single workshops and stress that finding the correct method for each situation and organization is crucial.

10/10

Davis and Curry stress the importance of tech coaches in schools to help instructors integrate technology effectively. They present key factors to consider when using tech coaching, including the importance of having a clear plan and defined roles.

8/10

Pappas breaks down Knowles theory of andragogy and provides practical application to computer training that is easily applied to implementing new technology.

8/10

Hutchins addresses the need for institutions of higher education to meet the growing population of adult learners who are returning to school to gain relevant professional skills. The three recommendations are solutions-focused and practical.

7/10

Designed to be used in a workshop setting, the content provides an understanding of adult learning theory and it's application of best practices in both face to face and e-learning environments. Participants are provided a list of web tools to facilitate learning.

6/10: the format is bit difficult to access out of context

Drawing from constructivist principles, the authors address how emotions affect motivation and learning for adults. They then provide practical application for instructors to implement to create productive learning environments where adult learners feel safe to explore new knowledge and learn from their experiences.

9/10: while most of the application is to learning in general, the strategies are still applicable to technology in the classroom