The aim of the CREATE Edtech Technical Assistance (TA) Library is to provide guidance to practitioners and adult education leaders on integrating or advancing instruction through edtech and other digital technology. Resources include technology integration and digital skills frameworks, technology adoption checklists, webinars highlighting promising resources and strategies, and technology enhanced lesson plans and guidance.
Each submitted resource has been evaluated by internal subject matter experts from World Education to determine their viability for inclusion, their alignment to one or more technical assistance categories (informed by prior research and the expertise represented in the CREATE Adult Skills Network), and their quality of content, structure, and guidance. The technical assistance categories in this library include:
- Planning technology use;
- Communicating with learners;
- Managing content/instruction;
- Determining instructional content;
- Providing instruction through different modes; and
You can locate resources through the categories or by keyword search.
We welcome feedback on our contributions, categorization, and tagging. To report a broken link for any of our resources, please click on the “submit feedback” button seen above and fill out the form.
Do consider nominating a technical assistance resource, by clicking on the "submit new resource" button seen above and fill out the form. Submissions are reviewed monthly and will be added to the library if approved.
Chances are that you have current students, staff, and others who may join your program in the future with hand motor, visual, or auditory difficulties. For this reason, it is good practice to know how to be inclusive so that program and class materials are readable and program digital devices are navigable. It’s also important to understand how to support students’ use of their own devices. In this webinar, learn about basic settings and instructions for creating equitable access at your program and in your classes.
This Google Form can be used to survey the digital literacy goals of students. This survey is based on the Digital Skills Sets for Diverse Learners frameworks from the Seattle Digital Equity Initiative. This form is one step in creating a Digital Literacy Action Plan (DLAP). See the whole process of developing a DLAP here: https://wakelet.com/wake/oE8aSwlIj5IskWqbMqnug
This webinar presents best practices to promote student engagement in online learning. Learn about best practices for encouraging student engagement and research-based recommendations.
Digital divides reflect long standing inequities in American society, such as income and wealth gaps and uneven access to high-quality K-12 education. This deep dive shares findings related to advancing access and digital equity from the national landscape scan conducted for the DRAW initiative.
This resource can guide educators as they design activities with credibility, relevance, learning and support features, accessibility, and openness in mind. These are the same criteria that are known to support the creation of quality, reusable open education resources (OER). The guide includes a concise checklist, explanations of the criteria within the checklist, and a list of sources that shaped its development.
Using accessible mainstream tools in your classrooms can help you personalize instruction and encourage student voice and choice in how they interact with the content. Many of these tools are already available to you in your classroom. For example, Microsoft Office 365 Education offers are a variety of built-in accessibility features. Use this video and respective links to enhance your classroom's accessibility.
There are many ways advisors and coaches support students, and doing so in our current situation with limited or no in-person contact can require rethinking. Some of the major supports advisors provide include keeping in touch with students, sharing resources, referrals and materials with students, and completing education and career planning activities. This workshop will address the challenges of delivering these supports remotely by suggesting strategies and tools for online and offline remote advising.
You know how to teach in the classroom. You quickly learned how to teach remotely. Now you are being asked to do both at the same time?! Not sure how to set up your classroom? Need suggestions on how to present materials? A clearer understanding of how to engage students in HyFlex learning are provided in this OTAN webinar.
Adult education leaders must look critically at the digital skills of their workforce and invest in effective professional development (PD) practices that enable practitioners to build their own digital resilience so that they have the capacity to integrate digital skills instruction in content. Research supports the need of adult educators to have strong digital literacy skills, an understanding of how digital platforms work, and the ability to effectively integrate technology in teaching and learning.
This publication shares findings from the Digital Resilience in the American Workforce (DRAW) initiative landscape scan and responds to questions raised in interviews with learners and practitioners about how educators can best support adult learners in developing the digital skills required to secure a better future for themselves.
Do you find it challenging to figure out how to build digital skills into the flow of your class? You are not alone! This workshop covers tools that teachers and advisors can use for common instructional and assessment activities. You will explore the EdTech Integration Strategy Toolkit which is designed to help you find strategies, resources, and activities to support meaningful edtech integration and digital skill development.
This guide aims to support educators, tutors, and mentors who are working with adult learners on building digital literacy skills. It serves as a supplemental resource to a digital literacy skills curriculum or to support contextualized learning. This document is not appropriate for use with screen readers.