Capstone Project Title
The use of technology in the workforce and in academia is ever increasing. Given the events of the past two years, more and more individuals are turning to technology as a means to help them function in today’s world. There are many individuals who arrive from other countries to the United States for various reasons. One possible reason is learning English. However, what happens when you arrive to a country that uses technology daily in a prolonged manner and you have never had this experience? This is the case for many learners who enroll in adult education programs across the United States. They come ready to learn, but not necessarily with the intent of learning how to use computers. These learners are expected to have some sort of technology instruction while enrolled, but if they’ve never had computer experience, it leaves the question to be answered: how can teachers of beginning-level EL adults help their learners become digitally literate? This capstone examines that question based on the theories of at question based on the principles of Mutually Adaptive Learning Paradigm or MALP (MALP, 2014) and the idea that students should be provided with in-class hands-on real life experiences that they can take with them into the real world to practice what they have learned and put it in motion. This project did just that by providing learners with a curriculum that was at a beginning level where real-life hands-on experiences were taught and learned.
Adult Education, ESL/ ELLs, Digital Literacy
Sorlie, Jennifer, "A Curriculum Resource for Teachers of Low-Level Adult English Learners: Incorporating Digital Literacy Skills" (2022). School of Education and Leadership Student Capstone Projects. 840.
School of Education Student Capstone Projects