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Through assigning one-on-one instructional coaches, the Teaching Skills That Matter (TSTM) initiative successfully supported teachers in 33 states to integrate the skills that matter into instruction using effective approaches in five topical areas: health literacy, civics education, digital literacy, financial literacy, and workforce preparation. Instructional coaches, who also served as adult education teachers themselves, and teachers engaged in regular dialogues while teachers planned their TSTM implementations as well as after observing the lessons being taught. Rather than being evaluative, coaching conversations created space for in-depth reflection and critical thinking about the complex work of teaching. [ABSTRACT FROM AUTHOR]

The Adult Tutoring Program within the Literacy Center of West Michigan has been running monthly professional developments (PDs) (known as tutor in-services) for volunteer tutors since early 2021. All in-services fit into at least one of the categories of strategies, life skills, civics, next steps, or digital literacy. The team has been able to take full advantage of flexible delivery methods, including in-person, online, and hybrid meetings, with varying days and times each month. As a result, the in-services yield 10-15 participants on average. Frequent and flexible PDs also enable the team to evaluate the gaps in current services, as well as identify and invite community partners to collaborate. In comparison to an exclusively inperson and staff-run model prior to the pandemic, the current model allows the program to adapt to the changes of learner demographics, strengthen the bond between the tutor and the learner, and better serve their learning goals. As the program supports tutors to work with adult learners in a one-on-one setting, it is crucial that tutors feel supported and that their knowledge is updated to support learners' goals. [ABSTRACT FROM AUTHOR]

This article describes how the shift to a technology-driven curriculum helped build a culture of community amongst teachers and adult learners of an English for speakers of other languages (ESOL) program in South Florida during the COVID-19 pandemic. The ESOL program employed a blend of technology and traditional teaching practices to construct pacing guides, celebration slides, and a strong sense of community. Technology, including Burlington English tools, Google for Education, Kahoot, Smore Newsletter, BrainPop, and Remind, helped build community, digital literacy, and English proficiency. [ABSTRACT FROM AUTHOR]

State correctional education leaders responded to cancellations of in-person programs due to the COVID-19 pandemic by using technology to provide and expand access to high-quality educational content. This response both allowed participants to continue their learning and provided them with equitable access to technology they will use to navigate daily life after release. This article describes the impact of the pandemic on correctional education and provides examples from four states (Colorado, Louisiana, Maine, and Wisconsin) about how they expanded technology access and use for correctional education. This includes allowing participants to use technology devices in housing units, providing access to education programs in the community, broadcasting instruction to multiple facilities, and strengthening participants’ digital literacy skills. To build on this momentum and lessons learned from the pandemic, the article also summarizes how correctional education leaders can support technology in correctional facilities through professional development, partnerships, informed technology selection, and evaluation. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused many sectors of America to rethink the way they navigate life. However, adult learners in family literacy programs across the country demonstrated exceptional resiliency. The National Center for Families Learning (NCFL) focused on supporting essential literacies (including digital), social-emotional well-being, and shared power. Through intense focus on the important aspects of the programming—families and practitioners working together—powerful changes transformed literacy, social–emotional support, and family leadership. [ABSTRACT FROM AUTHOR]

This article outlines the Goodling Institute for Research in Family Literacy’s findings from a William Penn Foundation–funded multiyear evaluation of four family literacy programs in Philadelphia. Drawing from qualitative research findings from 2019 to 2021, the article details the creative ways in which these programs implemented remote instruction during the COVID-19 pandemic to continue providing family literacy services to families in Philadelphia. It describes changes in communication between instructors and families and highlights the increased focus on technology, digital literacy, and mental health concerns that occurred during this unprecedented time. The difficulties that programs, instructors, and families faced and the innovative ways they were handled by family literacy programs are also described. Finally, the article draws on these findings to discuss lessons learned from this sudden shift to remote instruction and describes the inventive practices that can be implemented in other adult and family literacy programs. [ABSTRACT FROM AUTHOR]

By mid-March 2020, with COVID-19 infection numbers rising across the United States, in Rapid City, South Dakota, the Career Learning Center of the Black Hills (CLCBH) staff moved quickly to respond to the new needs of CLCBH adult learners. Several areas of need quickly emerged: digital access and digital literacy, i.e., more access to computers and internet, as well as how to navigate learning management systems and social services online; additional support for adult learners now responsible for navigating their children’s online learning; and expanded options and flexibility in curriculum delivery and class scheduling. In responding to these immediate needs, CLCBH staff increased capacity and made some lasting changes to the program overall. [ABSTRACT FROM AUTHOR]

This article shares how the Adult Tutoring Program at Literacy Center of West Michigan benefitted from a digital, virtual platform in both tutor training and instructional delivery during the pandemic. It weighs in on the pros and cons of the virtual education experiences and determines why virtual platforms are going to be a permanent feature in their programming. [ABSTRACT FROM AUTHOR]

Many institutions have treated remote learning as a temporary measure to handle challenges of the COVID-19 outbreak. The Adult Basic Education/Adult Secondary Education (ABE/ASE) program at Southeast Community College (SCC) in Lincoln, Nebraska, found that remote learning provided enhanced learning opportunities to both instructors and students. In addition to enhanced digital literacy and convenience, data showed that remote classes, which included Zoom classes and distance learning, continued to be in demand even after classes returned in person. Data showed that remote classes outperformed in-person classes in terms of students’ gains in reading, math, and high school equivalency. Based on the learning opportunities, demand, and student performance, remote learning has been embraced and is now an intentional, effective, and popular option for SCC’s ABE/ASE students. The commitment to and acceptance of remote learning as an additional location has allowed challenges to be recognized and addressed to create a successful program addition. [ABSTRACT FROM AUTHOR]

Many institutions have treated remote learning as a temporary measure to handle challenges of the COVID-19 outbreak. The Adult Basic Education/Adult Secondary Education (ABE/ASE) program at Southeast Community College (SCC) in Lincoln, Nebraska, found that remote learning provided enhanced learning opportunities to both instructors and students. In addition to enhanced digital literacy and convenience, data showed that remote classes, which included Zoom classes and distance learning, continued to be in demand even after classes returned in person. Data showed that remote classes outperformed in-person classes in terms of students' gains in reading, math, and high school equivalency. Based on the learning opportunities, demand, and student performance, remote learning has been embraced and is now an intentional, effective, and popular option for SCC's ABE/ASE students. The commitment to and acceptance of remote learning as an additional location has allowed challenges to be recognized and addressed to create a successful program addition. [ABSTRACT FROM AUTHOR]

This article shares how the Adult Tutoring Program at Literacy Center of West Michigan benefitted from a digital, virtual platform in both tutor training and instructional delivery during the pandemic. It weighs in on the pros and cons of the virtual education experiences and determines why virtual platforms are going to be a permanent feature in their programming. [ABSTRACT FROM AUTHOR]

When the pandemic began, Adult Education and Family Literacy Act (AEFLA) providers worried about equity gaps in digital access for low-level and English language learners. Working with AEFLA programs, Tyson Foods implemented low-cost solutions to facilitate digital and remote access in its workplace literacy classes hosted in plants across the country. In spring 2020, the Tyson adult education support team and a teacher for three Northwest Arkansas Tyson plants collaborated to develop a prototype. This prototype provided a model with several low-cost practices that are highly transferable to programs after the pandemic. A simple system combining a cell phone camera, YouTube and Google voice accounts, and company interpreters staff allowed Tyson to onboard its largely immigrant and refugee team members in English as a second language (ESL) classes across the country to remote learning. The success of this work has led Tyson to scale an enterprise-wide response consisting of short company videos developed in 10 languages on the intricacies of developing and using usernames and passwords at Tyson Foods. For employers seeking partnerships to upskill frontline workers to new technologies and ensure increased digital equity, regardless of level or English ability, Tyson has provided a demonstrated, successful model of a long-standing public/private partnership that has allowed the company to upskill its workforce with local experts adept at working with adult learner populations. The article concludes with performance accountability recommendations to policymakers based on the critical advances AEFLA providers and companies like Tyson Foods made in digital literacy during the pandemic. [ABSTRACT FROM AUTHOR]

Digital literacy is vital to the success of adults everywhere, whether in life, academia, or employment. Despite its importance, guidance for the implementation of digital literacy within adult education is limited. For this reason, innovative resources need to be created to define and guide adult learners in their understanding of digital literacy and facilitate their growth in skills related to digital literacy. In this article, readers will explore two innovative resources that have informed and supported learner engagement in instructional settings and examine the impact of these resources. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced adult education programs into rapid adoption of new technologies and delivery of new modalities of instruction and learner support. Leaders of the COABE Digital Literacy and Technology Strand took advantage of our 2021 strand meeting to tap into the collective knowledge of the diverse group of practitioners, teacher educators, leaders, and policy experts to identify innovations worth sustaining, why, and how that might be possible. We present these innovations, and the Glide app we developed to help share them widely, in this article. [ABSTRACT FROM AUTHOR]

Technology has become a way of life since March 2020 and the statewide shutdowns after the COVID-19 pandemic. People who had gotten by without ever having to use the internet, much less turn on a computer, had to learn quickly to change and adapt. The administrative team of Fontana Adult School realized the need to help students with basic digital literacy “survival” skills. The administrative team of Fontana Adult School came up with two ideas to help students: Digital Literacy Orientations and Getting Started with Computers. Each program is explained below in detail to help other sites develop similar programs to innovate their instructional practices, especially if they have students with almost no computer or digital literacy knowledge whatsoever. [ABSTRACT FROM AUTHOR]

As adult educators recognize the need to incorporate digital skills instruction into their curriculum, the Illinois Digital Learning Lab, managed by Chicago Citywide Literacy Coalition, provides a unique professional development opportunity to help educators respond and adapt. The Lab empowers educators to become entrepreneurs, change-makers, and digital leaders as they implement digital classroom solutions and experiment with a variety of lowcost digital tools. A peer-supported cohort model allows educators to design solutions that align with the unique needs of their students while learning from peers and subject matter experts (SMEs). Now in its third iteration, the Lab has helped over 75 educators and thousands of learners strengthen their digital skills and has promoted a continuous learning culture across a diverse group of Illinois colleges and community-based organizations. [ABSTRACT FROM AUTHOR]

Adult English for speakers of other languages (ESOL) students at all levels struggle with having the confidence to communicate in the classroom. This can have a greater impact on students with lower English language proficiency. In the landscape of remote learning, a lack of digital literacy skills can create even more barriers. Briya Public Charter School has identified a technology tool and a scaffolded learning process that facilitates learner persistence, creativity, motivation, perseverance, and confidence for lower level ESOL learners. Screencastify Submit allows teachers to easily create video assignments and demystifies the process of recording a video for students. The simplicity of the tool, combined with the opportunities it provides for student output and feedback, has helped students to flourish in remote learning. It allows students to express themselves in new ways using English and embeds a deep sense of pride in their work. Briya plans to continue utilizing Screencastify Submit as it transitions to a hybrid model for the upcoming school year. [ABSTRACT FROM AUTHOR]

Due to competing priorities, limited time, and a constant influx of new technology and digital literacy skills to learn, educators and learners can quickly become inundated and overwhelmed with the volumes of materials at their fingertips. The burden of combing through copious amounts of materials to analyze content for accuracy, appropriateness, and relevancy can lead to issues in time management, especially for part-time educators, thus reducing time to integrate technology and digital literacy best practices in the adult education learning environment. This article offers practical, evidence-based strategies to help educators organize their time, scaffold learning, integrate learner choice and voice, and practice selfreflection to promote independence. [ABSTRACT FROM AUTHOR]

Twenty-first century literacy includes a mixture of digital and print literacy skills and strategies. AutoTutor for Adult Reading Comprehension is a web-based intelligent tutoring system that is designed to help adult learners develop effective reading comprehension strategies. Lessons span basic reading skills (vocabulary, word parts), comprehension of sentences and texts in different text genres and rhetorical structures, including digital documents and media. The AutoTutor system features an accessible interface, conversational trialogues with helpful and engaging computer agents, and material and scenarios that were developed specifically for adult learners. Studies suggest that this system significantly improves learning outcomes when used in conjunction with classroom instruction. Materials described in this article are free and readily available to adult educators and their students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has impacted nearly every aspect of life, and adult education programs are no exception. In the years before the COVID-19 outbreak, the Coalition on Adult Basic Education (COABE) began forging strategies and partnerships to build adult education providers’ digital skills and competencies. This piece outlines these efforts and their impact on the adult education field. [ABSTRACT FROM AUTHOR]

This article describes an innovative workplace English initiative that aims to improve access to English language instruction for immigrant workers. Developed by the National Immigration Forum, Skills and Opportunity for the New American Workforce (SONAW) is a first-of-its-kind, blended training program comprising 40% face-to-face instruction and 60% online learning. In 2018, the EdTech Center @ World Education worked with the Forum to develop and scale new delivery models that support anytime, anywhere mobile learning. The article shares learnings from testing a fully remote model, where instruction was delivered through live, synchronous virtual classrooms. An external evaluation of SONAW found it to be a highly effective solution for workers across industries who sought to build workplace English skills but faced barriers enrolling in traditional face-to-face learning opportunities. The model benefits both workers seeking to boost English proficiency and employers seeking to enhance workers' skills and retain and promote a diverse workforce. [ABSTRACT FROM AUTHOR]

The 2020 COABE Digital Literacy and Technology Integration Strand Meeting convened in highly unusual times. Firstly, adult basic skills programs across the country were in the midst of operating completely remotely due to the COVID-19 pandemic and, additionally, the country was searching for a path forward after a national racial reckoning motivated by a surge of protests against White supremacy in the U.S. in the aftermath of the murder of George Floyd. The two events made existing racial inequities and related economic, social, education, health care and other endemic disparities impossible to ignore and catalyzed a broad movement to protest against them. As a strand, we decided to convene in to explore how we might help to mitigate issues of digital exclusion in the Black, Indigenous, and people of color (BIPOC) communities of learners we all serve. [ABSTRACT FROM AUTHOR]

The COABE Journal's "Technology and Adult Learning: Digital Literacy for All" edition explores the integration of technology in adult education. The articles discuss current trends, practices, and innovations in using technology to enhance instruction and equip educators and learners with the necessary skills for a technology-driven society. The COVID-19 pandemic accelerated the need for digital learning, and technology is seen as a valuable tool for lifelong learning. The journal emphasizes the importance of building communities of learning and addressing equity and accessibility gaps through digital literacy and technology integration. [Extracted from the article]