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Using the PIAAC Framework for Problem Solving in Technology-Rich Environments to Guide Instruction: An Introduction for Adult Educators

Posted on 06/22/2017


This brief External link opens in new window or tab is an invitation to practitioners to engage in the work of teaching problem solving in technologically-rich environments. The author, Jenifer B. Vanek, encourages the readers to start by teaching the problem-solving process and embedding it into units of study enhanced by the process. Along the way, teachers will expand their knowledge by exploring the list of PIAAC reports and other relevant research literature to gain a deeper understanding of PIAAC. The increasing complexity and number of technology tools in our communities has altered the nature of work, schooling, and daily life. This, and the attendant increased complexity in tasks and problem solving, positions learners (as well as teachers!) as life-long learners. To truly prepare learners to succeed outside the classroom, there is the need to teach more than academic content. The instruction must also help learners develop the resilience they need to address future changes. By building a learner’s ability to employ the problem-solving process, the adult education filed can support their continued learning in a dynamic world.

This project has been funded by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES) of the U.S. Department of Education. This report is based on PIAAC data released in October 2013. The views expressed in this paper do not necessarily reflect the views or policies of the American Institutes for Research, National Center for Education Statistics, or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply their endorsement the U.S. Government.

Source: COABE News External link opens in new window or tab, June 2017 External link opens in new window or tab

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