Much software has been developed by computer programmers and to some extent by educational technologists (Meyer & Rose, 1999) not familiar with adult learning theory (Askov, 1998).Many researchers, therefore, consider that most of the potential of computers for learning has not been tapped (Mandanach & Kline, 2000).In addition, the Internet provides teachers with an easy way to find texts with opposing viewpoints that can generate student discussion and debate.ABE teachers can use computers to develop evaluation skills by downloading materials from the Internet to use in conventional classes or by asking students to search for information and then evaluate the credibility of the sources. Many adult education teachers have seen a student's engagement increase when they wrote word problems based on a student's favorite sport or hobby.Studies of children have found that computer programs are more motivating when they included the user's name and interests in the problems (Cordova & Lepper, 1996) and used game formats (Fitzgerald & Koury, 1996).
Using Logo, students have to program the computer, for example, to draw and copy angles; the computer does the calculations for them.
In this article, I will explore these features, and address some reasons why educational software designed for ABE often fails to incorporate these features.
Then I will examine the implications of our knowledge about computer-assisted instruction for ABE teachers.
Perhaps they created games that allow students to practice skills in an engaging way.
They may have used the language experience approach, in which a student dictates a story to the teacher, who writes it down so the student can then read it.