When using technology to teach adults, teachers must be aware of the fact that adults come into the classroom with different levels of knowledge. Some use computers and technology every day and are at the height of understanding new technologies. Others do not use technology and could be confused and frustrated when a teacher uses technology during instruction.
If adults are not familiar with technology, the teacher may have to spend time teaching about that technology before she can begin on the subject she is charged with teaching. This could amount to extra class time, or more time spent outside of class doing work that she cannot finish in class. Often, adult education centers offer technology education courses so adults may first learn the ins and outs of a particular technology before taking a course that utilizes it in class.
Technology used in learning may distract adults learners, just like it may distract younger students. If adults have computers to use for research, they may use them for other things, such as Internet games or social networking. Even technology like interactive white boards or cell phones could provide distraction to students of any ages. To combat this, teachers should set clear rules and limits for students using technology. In addition, the teacher should have methods and checks in place to monitor the way students are using technology in the classroom.
Some adults might feel that a teacher should focus more on traditional teaching methods, like using a chalkboard and paper handouts. After all, adults who went to elementary school in the 1980s or before likely didn't learn using the same types of technology as younger students. If adults aren't used to learning with technology, they may become frustrated when teachers don't use more familiar approaches to education.