Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies

Viktor Wang (California State University - Long Beach, USA), Lesley Farmer (California State University, USA), Judith Parker (Columbia University, USA) and Pamela M. Golubski (Carnegie Mellon University, USA)
Indexed In: SCOPUS
Release Date: July, 2011|Copyright: © 2012 |Pages: 242
DOI: 10.4018/978-1-60960-791-3
ISBN13: 9781609607913|ISBN10: 1609607910|EISBN13: 9781609607920
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Description & Coverage

Pedagogy and andragogy are often treated as separate fields, despite their similarities and shared goal of stimulating learning in individuals to the fullest degree possible.

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies displays that teachers can further their art by considering both pedagogy and andragogy in light of the each other, specifically in the modern classroom. Information Communication Technologies are ubiquitous in today's learning institutions and this book provides an important platform for the furthering of the modern instructional paradigm. To truly advance into future possibilities opened by technology, teachers are required to allow for learning without the constraints of traditional attitudes toward time, space, age and experience. This book shows how to blend and learn from the revolution taking place in educational institutions across the world.


The many academic areas covered in this publication include, but are not limited to:

  • Assessing Online Learning
  • Creation and Management of an E-Mentoring Initiative
  • Curriculum Development for Online Learners
  • E-learning for K-12 Learners and Adult Learners
  • Gender Issues in Online Education
  • Instructional Methods for Online Learners
  • Student Motivation in Distance Education
  • Utilizing Interactive Technologies
  • Virtual Environment for Academic Advising
Reviews and Testimonials

With its deep roots in the human history and current standardization paradigm in educational atmosphere, it is possible to have a foresight that pedagogical approaches will continue their influence in education. This book is a clear, impressive and helpful contribution to the pedagogical and andragogical teaching, since it engages the application of these approaches in online learning environments.

– Muhterem Dindar - Anadolu University, Turkey

Overall, this volume provides an in depth analysis of the pedagogical and andragogical approaches in the age of Information Communication Technologies. The theoretical and empirical framework of the text provides guidelines for instructors on how to implement the two approaches to get a hybrid class. [...] This volume illuminates an important area of research for anyone interested in adult learning and online education.

– Rachida Labbas, Washington State University, USA

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies is a must have book for today’s educators who teach young learners or adults. This well-structured book provides rich content on a variety of topics that are of interest to educators including e-learning, e-mentoring, academic advising via virtual tools, pedagogical and andragogical teaching methods in online settings as well as age, gender, and cultural issues in online learning. [...] It is undoubtedly a valuable addition to an educator’s library, whether he or she already has an interest in using technology in instruction or not.

– Dr. Semire Dikli, Georgia Gwinnett College, USA

At first glance, a reader may simply assume from the title that the purpose of this book is to introduce new technologies applicable to various educational settings. However, this book covers much more. Pedagogical and Andragogical Teaching and Learning with Information Communication Technology contains a very wide range of content from theoretical background about pedagogy and andragogy to practical guidance in using the current technology with pedagogical and andragogical methods, and from teaching students to administering them with various technologies. The greatest strength of this book can be found in the breadth of the content. Additionally, I found it very helpful that the book was consistent in having a section about future research trends (or directions) at the end of each chapter. This section will be useful to novice researchers and doctoral students who are seeking their own research topics regarding how to use information communication technologies for educational purposes, whether teaching and learning activities or administering students.

– JaeHwan Byun, Virtual Environment Laboratory at Southern Illinois University Carbondale

In 16 well-written, well-structured chapters this volume addresses various facets of ICTs and teaching and learning relevant to children (pedagogics) and adults (andragogics). [...] I recommend this volume to a wide audience, including researchers, practitioners, and university students – not only in the field of education but in any other field involved with teaching.

– Ina Fourie, University of Pretoria, Online Information Review, 37 (6)

This volume seeks to overcome the disciplinary distinctions between the craft of teaching children (pedagogy) and teaching adults (andragogy) so that teachers and administrators can study both approaches and select the ones that fit their particular teaching and learning situations. [...] Chapters in this volume may spur discussions about teaching and learning in an online environment, or about the merits of separating pedagogy from andragogy.

– Timothy D. Lincoln, Austin Presbyterian Theological Seminary, in Teaching Theology and Religion
Table of Contents
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Editor Biographies
Professor Viktor Wang has brought leadership to the study of education. He has solidified scholars’ understanding of how to conduct research into the complexities of the learning process. Alongside the production of 240+ refereed publications, Dr. Wang has provided many opportunities for his peers and students to develop their scholarly capabilities and stimulated the research agendas of numerous colleagues. His reputation as an empirical and interpretive researcher has resulted in his receiving the 2016 Presidential Award for Exceptional and Innovative Leadership in addition to multiple institutional awards both at home and abroad.
Dr. Farmer, Professor at California State University Long Beach, coordinates the Librarianship program. She earned her M.S. in Library Science at the University of North Carolina Chapel Hill, and received her doctorate in Adult Education from Temple University. Dr. Farmer has worked as a librarian in K-12 school settings as well as in public, special, and academic libraries. She chaired the Education Section of the Special Libraries Association, and is the International Association of School Librarianship Vice-President of Association Relations. Dr. Farmer is a Fulbright Scholar, and has received a university Distinguished Scholarly Activity Award, several professional association awards, and national/international grants. Dr. Farmer’s research interests include information literacy, assessment, collaboration, and educational technology. A frequent presenter and writer for the profession, Dr. Farmer has published two dozen professional books, and over a hundred professional book chapters and articles. Her most recent books are Your School Library: Check It Out!,published by Libraries Unlimited in 2009, and NealSchuman Technology Management Handbook for School Library Media Centers, co-authored with Marc McPhee in 2010.
Dr. Parker has earned a doctorate degree, and an M.S. degree in Adult and Continuing Education from Teachers College/Columbia University in New York, an M.S. degree in physics from Purdue University in Indiana, and a B.S. degree in physics and mathematics from Notre Dame College in Ohio. Dr. Parker has over 20 years experience in leadership positions within business organizations emerging into the global market and has been instrumental in leading them toward becoming global learning organizations. She has worked extensively with technical managers and technical employees in Asia and Europe in leadership education and training and technical employee skill development. Dr. Parker’s academic experience includes teaching adult learning and leadership theory and practice, staff development and training, and organizational development, in graduate programs at Teachers College/ Columbia University and St. Mary’s University of Minnesota using totally on-line format, totally classroom format, and blended delivery. She also teaches college physics and astronomy at Muhlenberg College in Pennsylvania. She has presented numerous papers at conferences globally including the Academy of Management, American Association of Physics Teachers, American Society of Training and Development, College Industry Education Conference, Quality and Productivity Management Association, Business and Multimedia Conference in Ireland, Lisbon 2000 European Conference on ODL Networking for Quality Learning, and World Open Learning for Business Conferences in the UK. She has authored numerous articles in publications including the “Compendium on Uses of Distance Learning Technologies in Engineering Education” and the “Journal of the International Association for Continuing Engineering Education” and book chapters including “Cyber Action Learning and Virtual Project Teams for Leadership and Management Development” with L. Yiu in the book Workplace Training and Learning: A Cross-Cultural Perspective and the chapter “The Online Adult Learner: Profiles and Practices” in Handbook of Research on E-Learning Applications for Career and Technical Education by edited by Victor Wang. She has been elected a Fellow of the American Association for the Advancement of Science, and has received the American Association of Physics Teachers Innovative Teaching Award and the Park College Educational Partnership Award.
Pamela is the Director of Training and Development at iCarnegie (Powered by Carnegie Mellon University) and is an Assistant Professor of Business at Point Park University. She earned a PhD in Instructional Management, a MS in Educational Counseling, a BS in Management, and a certificate in Adult Learning. Prior to iCarnegie she was the Associate Director of Undergraduate Studies and Assessment in the College of Engineering at Carnegie Mellon University. Her 15 years of higher education experience extends into the areas of administration, curriculum development, academic and career advising, mentoring, specialized programming, first-year experience, accreditation, and assessment. She has been teaching since 1997, and her true passion is in teaching management (change, project, or strategic management, and organizational behavior) and soft skills courses (human relations, professional communications, research, and writing).Pamela’s research has been and continues to be in the areas of traditional and e-mentoring, service-learning, virtual advising, probation counseling methods, and the use of Web 2.0 technologies in acclimating, communicating, engaging, onboarding, and retaining college students.

Lastly, Dr. Golubski is on the Board of Directors for Dress for Success Pittsburgh, the Planning Board for Heinz History Center Uncorked, and Editor Board for the Journal of Student Affairs Research and Practice (JSARP). She also is the current Chapter Advisor for Alpha Kappa Psi Business Fraternity at Carnegie Mellon University.

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Traditionally, due to the distinction between pedagogy (art and science of teaching children) and andragogy (art and science of helping adults learn), scholars have written books for K-12 learners while other scholars have written books for adult learners. Clearly, the two fields are separated. Nowhere can we find a book that addresses both pedagogical and andragogical issues. By studying pedagogy, we learn more about andragogy, and by studying andragogy, we learn more about pedagogy. Since we live in this learning society, lifelong learning has become the goal in education. Why separate the two fields from each other? After all, from pedagogy to andragogy, it should be seen as a continuum of one’s education as an integral part of lifelong learning process. As two distinctively different scientific disciplines, pedagogy and andragogy should be knitted together into one book so that teachers and school administrators can study both approaches to teaching and learning and select the ones that fit their particular teaching and learning situations. Teaching and learning with information communication technologies also require different approaches. Pedagogy and andragogy should be translated into online teaching and learning in the new century. It is our utmost pleasure to give birth to such a book titled Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies after months of research in the two separate, yet closely related disciplines, pedagogy and andragogy. Indeed, this book has advanced a framework, a process, and meaningful approaches for teaching and learning with information communication technologies.

Everyone who teaches knows that pedagogy and andragogy emerged as soon as famous educators such as Socrates, Plato, and Confucius began teaching. These two concepts are used every day by ordinary teachers and educators from any educational establishments on any campus from any countries. While pedagogy is defined as instructional methods in the educational field, it is defined in particular as the art and science of teaching children (please note in the general field of education, it is defined as the overarching concept of teaching, though) as opposed to andragogy, which is defined as the art and science of helping adults in adult education. In any educational leadership/counseling programs, the most commonly asked question is what kinds of knowledge/skills should school teachers and administrators (principals/counselors) possess in order to be effective instructors and administrators? The primary answer to this question will be school instructors and administrators need to be equipped with the knowledge of pedagogy as well as andragogy. In other words, they need to know how children and adults learn in order to teach those children and help those adults learn effectively. Without knowledge of pedagogy and andragogy, any instructional/administrative activities would lead to mindless activism, let alone effective teaching or administrative leadership. As two closely related fields of study, pedagogy and andragogy have been studied by teachers, scholars, and practitioners for centuries. Some scholars argue that pedagogy preceded andragogy, and others argue that andragogy preceded pedagogy by saying that the students of Socrates, Plato, or Confucius were of adults, not of children.

Some even say although these prominent educators educated and trained adults first, andragogy was not coined until 1833 in Germany. As a field of study, it was advanced only around the 1920s. Later in the 1970s, as a strikingly different concept from pedagogy, it was popularized by Malcolm Knowles in North America. Pedagogy as field of study had matured long before andragogy was introduced to North America. The father of pedagogy, John Amos Comenius (1592-1670), advocated that children should learn from things to words and then from words to things. Principles of pedagogy were well documented for teachers and school leaders long before the term andragogy was coined. Then, Jean Piaget’s (1896-1980) advanced theory of cognitive development and epistemological view, together called "genetic epistemology,” laid great importance to the education of children. He declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual."

Naturally, education should encompass the education of children and the education of adults. Otherwise, “democracy based on well-informed citizenry” would become an empty slogan. Back to the question what kinds of knowledge/skills should school teachers and administrators (principals/counselors) possess in order to be effective instructors and administrators? The secondary answer to this question should be school teachers and administrators need to be equipped with their own preparation from their own fields, whether they be math, biology, history or nursing. In other words, teachers and school administrators need to be subject matter experts. Knowledge of pedagogy and andragogy will only equip them with the right kinds of instructional strategies. Subject matter knowledge should come from their former school preparation or real world experience.

Even well equipped with the aforementioned two kinds of knowledge, a plethora of other kinds of knowledge are needed in order for teachers and administrators to be effective instructional and administrative leaders. For example, as e-learning has become a major force in education on any campus in any country in the new century, acquiring knowledge through technology, especially Web 2.0’s interactivity, can occur anywhere, at any time. Most schools and universities have seized this historic opportunity to engage teaching and learning via technology. Information communication technology as an enhancing instructional tool has become the buzz term. Indeed, both school teachers and administrators can help learners, young and old, acquire knowledge with information communication technologies. In other words, teaching and learning either pedagogically or andragogically online can happen. Likewise, pedagogical and andragogical assessment online can happen.