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Preface
Since this study applying andragogical principles to Internet learning, there has been much written about technology and Internet learning but less about applying andragogical principles to Internet learning. Current literature on the topic of technology and Internet learning appears to have three themes: e-learning barriers, distance education, and interactivity. A brief discussion of each will be followed by a discussion on how new thinking adds value to this book’s original study.
The first barrier to applying andragogical principles to Internet learning may be an inadequate exposure of would-be teachers of adults to computer learning as children. “Public school students’ use of technology for instructional purposes remains at a lower than optimal level even though computers are more readily available in schools” (Mayo, Kajs, & Tanguma, 2005, p. 11). A current lack of public school teacher preparation may be resulting in upcoming adult educators who are not comfortable with computers and Internet technology (much less applying andragogical principles to Internet learning), and therefore less likely to use technology in preparing adult learning activities.
A three-year study (2001-2003) looked at the success of integrating technology training within a teacher preparation program to prepare preservice public school teachers to use technology in classroom instruction.