The effects of computer-assisted instruction on GED test achievement
Noll, Beverly Gayle Machen
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The problem is evident that millions of adults in the United States need additional educational experiences to equip them with high school equivalency skills. In the United States in 1980, there were more than 72 million adults with less than high school diplomas ("Texas State Plan," 1982). Financing, organizing, and putting into operation the adult education programs needed to reach the millions of United States adults with less than high school educations is challenging. Educators need to select the most effective instructional methods possible. Serious studies need to be made reviewing the effectiveness of applying new technologies to adult learning programs, noted Cathy Brant, a former Odessa College adult basic education director, (personal communication, August 10, 1985). Many technological and educational experts stress that emerging technologies have the potential to revolutionize adult education. The microcomputer is just one example. The availability of the microcomputer requires educators to understand how to apply it to adult education. The educator with access to such technology, but without a clear grasp of the capabilities and application to adult education, is much like a carpenter with state-of-the-art tools, but no blueprint for how to build a house. Educators need to have a blueprint to use in applying microcomputers to adult learning, but more empirical studies are needed before the plan can be drawn (Boone, 1985).