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Acknowledgments
Foreword
Lit Review
Chapter 1 - Introduction
Chapter 2 - Ensuring Equity and Access
Chapter 3 - Foundations of Adult Education and Digital Learning
Chapter 4 - Selecting Digital Tools
Chapter 5 - Adopting Models that Work
Chapter 6 - Data-Driven Instruction and Digital Assessments
Chapter 7 - Fostering Healthy, Equitable, and Inclusive Digital Communities
Chapter 8 - Generative Artificial Intelligence
Glossary of Key Terms
References
CA Adult Education Digital Learning Guidance (PDF)
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California Adult Education Digital Learning Guidance - Chapter 2

Chapter 2 – Ensuring Equity and Access

Table of Contents

  1. Understanding Learner Needs
  2. Planning for Common Access Conditions
  3. Connecting Learners to Resources and Support
  4. Building Digital Infrastructure
  5. Digital Literacy Skills
  6. Accessibility
  7. Universal Design for Learning

Digital equity means creating the conditions that enable everyone to access and use technology in ways that support full participation in a connected world, including work, education, healthcare, and civic life [1]. In adult education, it involves supporting learners’ ability to engage with instruction and services, whether they are preparing for the workforce, navigating reentry, learning English, building foundational literacy, or pursuing personal goals.

Elements of digital equity include:

  • devices: up-to-date laptops, tablets, or smartphones
  • connectivity: reliable internet access at home or in community spaces
  • digital literacy: skills to use technology effectively

Digital equity is shaped by how learning environments are designed, including how they account for differences in English proficiency, physical and cognitive ability [2], and ways learners interact with digital content. In practice, this involves understanding and planning for the conditions in which learners access instruction and services. Many adult learners are balancing work, family responsibilities, and other commitments while returning to school. They may review class materials on a phone during a work break, join online lessons using shared devices, or complete assignments without reliable internet or a quiet space to study. These are common conditions that directly influence how learning happens.

To address these realities, programs must look beyond immediate access. Equity is sometimes framed as providing devices, internet, and digital skills training, but these steps alone may not ensure meaningful participation. Programs can also look at the broader conditions that shape whether learners can keep using technology reliably over time. This includes factors such as the cost of monthly internet service, the availability of affordable device repairs, data limits on mobile plans, and the quality of local broadband infrastructure. It can also involve policies or funding models that determine whether learners can retain a loaned device after completing a program. Addressing these kinds of conditions helps ensure that digital access is sustainable, not temporary.

For adult education practitioners, advancing equity means planning with these realities in mind and making informed decisions about technology, curriculum, and support that reduce barriers and promote persistence. This chapter highlights practical strategies for improving access, building digital skills, and creating inclusive learning environments across a range of settings.

Understanding Learner Needs

Supporting digital equity begins with understanding how learners access and use technology. Programs can gather this information at intake and update it during enrollment through surveys, interviews, or informal conversations. These insights can help staff identify barriers, plan supports, and design learning environments that are more inclusive for all learners. A range of tools and strategies can support this process and help organize responses effectively:

  • Assessment embedded in registration processes: intake tools that capture digital readiness. Programs can use individual responses to tailor classroom instruction.
  • Mobile-friendly surveys (Google Forms, Microsoft Forms, Jotform): online forms with features like images, dropdowns, or branching logic
  • Translation tools (Google Translate, Microsoft Translator): to make surveys and intake questions accessible across languages
  • Spreadsheets to organize responses: used to filter for learners who may need devices, hotspots, or digital skills support, prioritize follow-up, and coordinate support activities

Programs can also integrate digital skills into broader goal-setting discussions during intake or orientation. In practice, this means asking how learners currently use technology in daily life and how it connects to their short- and long-term goals, such as finding a new job, supporting a child’s schooling, or managing online tasks. These conversations help staff understand each learner’s motivation and identify digital skills that are immediately relevant to their priorities. When learners see how technology use supports their own goals, participation in digital skills instruction often becomes more purposeful and sustained[3].

To ensure information remains accurate over time, programs can re-administer surveys at the start of each term or during scheduled check-ins. Because surveys rely on self-reporting and some learners may not feel comfortable sharing personal details (such as their home internet situation or financial constraints), programs can also use informal methods, including:

  • Brief conversations between learners and staff: short discussions that surface access or support needs
  • Classroom observations by instructors or support staff: noticing when learners encounter difficulties with devices, logins, or digital tasks

These approaches provide multiple ways to understand access conditions and to plan supports that reflect learners’ circumstances.

Participation data can also signal potential barriers related to access or confidence. For example, missed online classes or incomplete assignments may reflect unmet digital needs rather than a lack of interest. Programs can respond by:

  • Following up directly with learners who are missing assignments or classes
  • Monitoring attendance and login activity to identify patterns in engagement
  • Reviewing participation data at specific points in the term (for example, after the first week or month)
  • Contacting learners flagged for low engagement to discuss possible supports

The following tools can help assess learner needs at both the individual and program level by offering clear, accessible questions about device access, internet use, digital skills, and support needs:

Using these tools and approaches together gives programs a more complete picture of digital access and readiness, making it easier to plan supports that enable full participation.

VOICES FROM THE FIELD

Francisco Xavier Pinedo Jr | Director | Soledad Adult School

How does your program identify which students have access to devices and reliable internet, and how do you keep that information up to date throughout their enrollment?

At the beginning of each student’s journey at our school, students complete the Technology Intake Survey. Afterward, instructors ask whether they have internet access at home (beyond a mobile data plan) and if they have a secondary device such as a tablet, Chromebook, laptop, or desktop computer.

If a student reports no internet access at home, we refer them to Human-I-T. Through Human-I-T, our students have been able to get low-cost internet service, free digital skills training, and in some cases, a free laptop for completing a digital literacy class on topics such as AI. Some students have also received mobile hotspots for as little as $15 per month for unlimited access through the T-Mobile network.

For students who need a device, we refer them to Loaves, Fishes, and Computers, a local nonprofit organization in Monterey County. Students can receive low-cost or free devices by attending a six-week digital skills class offered at the LFC headquarters or at partnering adult schools in our consortium.

Within the Salinas Valley Adult Education Consortium, data show that 65 percent of adults in our region have never used a computer, 75 percent do not have one at home, and 55 percent of children complete homework on a parent’s cell phone. LFC also sells refurbished equipment at affordable prices for families.

In classrooms, we post flyers for Human-I-T (internet access) and Loaves, Fishes, and Computers (devices and training). At the end of each semester, we survey students to see whether they accessed these services and what support they received.

What strategies have you found effective for providing devices, connectivity, or technical support in a rural community? What challenges (if any) have you experienced in sustaining those efforts?

Across our programs, including ESL, CTE, ABE, and ASE, we integrate technology into instruction. We’ve found that when teachers model ethical and practical technology use, students are more likely to apply those habits at home. We encourage students to bring their own devices to class, since those are what they will use for assignments and projects. Seeing technology used meaningfully in class often motivates them to reach out to Human-I-T or Loaves, Fishes, and Computers to get connected and gain more training.

At Soledad Adult School, we hold classes Monday through Thursday and offer Friday Open Office Hours for technology support. During those sessions, students can get help with Canvas onboarding, email, and Google Apps such as Docs and Slides. Currently, the most common areas where students need help are composing emails and sending attachments.

How have you seen students’ digital literacy and comfort with technology shift over time, and how has that informed the way your program supports digital skills instruction?

We have seen students become much more comfortable using iPads, Chromebooks, and their own cell phones in class. Instructors model each tool repeatedly until students feel confident using it. We are also consistent in the platforms and apps we use, which helps students build confidence over time. For example, all ESL classes use Learning Upgrade in the fall and USA Learns in the spring. We do not introduce new websites or apps each week; instead, we give students time to master one before adding another.

This consistency helps students develop habits around technology use. Returning students often help onboard new classmates, which makes instruction smoother and strengthens peer learning.

One major shift at Soledad Adult School is that students are now much more technology-ready. We encourage computer-based testing for HiSET and have launched the TE Student Portal so students can track their own progress in CASAS testing.

Planning for Common Access Conditions

Once learner needs are identified, programs can plan support systems for a variety of access situations, including mobile-only use, shared devices, or limited connectivity.

Many adult learners rely on mobile phones as their primary or only device[4]. Phones are portable and often more affordable than a laptop or desktop computer, but they can present design and instructional challenges. Digital materials may not display consistently on small screens, and some tools lack mobile-friendly versions. Others may require file types, login processes, or navigation patterns that are difficult to complete on a phone.

To reduce barriers, programs can prioritize tools that work well on mobile devices and test key activities such as registration, assignments, and communication on smartphones.

Instructor Tip

Use browser-based tools like Chrome’s device emulator (or similar features in other major browsers) to preview how course content displays on different screen sizes. This helps ensure materials are accessible for learners who rely on phones or tablets.

Learners with laptops or tablets may need to share those devices with family members. Flexible course design can help by allowing learners to choose when and how they participate, such as accessing materials asynchronously or completing assignments offline. Some programs also use models such as HyFlex to extend that flexibility, giving learners the option to join class sessions in person, online, or through a blended format. (See Chapter 4 for more on designing flexible learning experiences.)

For learners with unreliable internet or no connectivity at home, or for those in correctional programs where internet use is restricted, programs can prepare offline or alternative access options. These approaches also support instructional continuity during service disruptions caused by wildfires, power outages, or infrastructure limitations. Examples include:

  • Printed and non-internet phone supports: printable packets for offline learning and outreach via calls or text and voice memos.
  • Preloaded or offline digital resources: USB drives, RACHEL devices (offline content servers), or laptops configured with local materials.
  • Downloadable and shareable content: files saved for offline access, shared drives or folders (physical or digital), and printable versions of lessons or worksheets created in tools like Google Docs, Canva, or Microsoft PowerPoint.
  • Community-based access points: coordination with local partners such as libraries, housing centers, or food distribution sites to serve as pickup and drop-off locations for materials.
  • Reliable communication channels: maintaining updated contact information and learner communication preferences (e.g., SMS, email, WhatsApp) for timely outreach.

These options help programs plan for digital access limitations and can be integrated into broader contingency and access plans that reflect local needs, staffing capacity, and delivery models.

VOICES FROM THE FIELD

Stephen Hill | Teacher | Yreka Adult School and Curriculum Coordinator, Adult Education Pathways Consortium

What device or connectivity challenges have students in your region faced, and how have those barriers affected participation in classes or services?

Poverty remains a significant barrier for the vast majority of our students. Many work for low wages, often with limited hours and few benefits, and job turnover is frequent. Most have smartphones, but maintaining consistent service is difficult. Some have computers, but they often cannot connect to the internet for two main reasons. First, reliable service is only available near town centers, and second, even when available, many simply cannot afford it.

These challenges limit participation in our online programs for GED preparation (using GED Academy from Essential Education) and access to online coursework through Edmentum. They also restrict students’ ability to attend virtual classes or meet with instructors through Zoom. Connectivity issues make it difficult for learners to register for GED testing, complete USCIS forms for citizenship preparation, or respond to program surveys. Without stable internet, students also miss out on opportunities to conduct research, access community resources, and search or apply for jobs online.

What steps has your program taken to address those challenges, and what strategies have been most effective in expanding access?

At Yreka Adult School, we loan Chromebooks to students who do not have access to a computer. Students are also welcome to use school computers during open hours when space is available, which has been especially helpful for homeless learners. While on-site, they can access the internet, complete coursework, and connect with teachers. We also refer students to the public library and other community spaces with free Wi-Fi to help them stay connected and continue their learning outside of school hours.

Programs can also create or expand device loaner and donation programs to provide learners with short-term and long-term access to laptops or tablets. These programs may be managed directly or in partnership with local libraries, workforce agencies, or community organizations. Several planning guides outline strategies for managing device lending programs, including inventory tracking, budgeting, and support logistics:

Although originally developed for K–12 or library settings, both resources can be adapted for the scale and staffing models of adult education.

Program Tip

Planning for device sustainability involves budgeting not only for initial purchases but also for ongoing costs such as maintenance, repairs, and replacements. Because these expenses extend across multiple years and budget cycles, many programs combine funding from federal, state, local, and private sources to maintain reliable access. Documenting technology needs in an annual program improvement or technology plan helps track funding sources, coordinate budgets, and plan for timely replacements or upgrades. For more on long-term planning, see the “Building Digital Infrastructure” section later in this chapter.

Connecting Learners to Resources and Support

Alongside program-level strategies for supporting device and internet access, programs can also connect learners to external supports that reduce barriers. These may include federal subsidy programs, state initiatives, local lending options, community internet access points, and digital literacy workshops offered by partner organizations.

Device and Internet Access Support

Learners may be eligible for various local and national programs that provide devices, internet access, or both. Programs can share these opportunities during onboarding, orientation, or outreach:

  • California’s Closing the Digital Divide Initiative: provides funding and support to expand access to devices and internet service, including laptops, tablets, hotspots, and modems, through schools, libraries, and local partnerships.
  • The Affordable Connectivity Program (ACP): offers discounted monthly internet and a one-time device discount for eligible households.
  • The Emergency Connectivity Fund (ECF): supports schools and libraries in providing devices and hotspots.
  • EveryoneOn: helps learners identify low-cost device and internet options by ZIP code.
  • Digitunity: connects individuals to donated or low-cost refurbished devices through local partners and digital inclusion programs.

Subsidy programs can reduce costs, but they may not fully address issues such as device ownership, reliability, or long-term affordability. Programs can plan follow-up support, such as maintaining a small inventory of loaner devices, partnering with local libraries for extended access, or helping learners navigate repair and replacement options.

Clear communication about available low-cost or free device and internet options can help address common misconceptions, such as believing that subsidy programs are only for K–12 students, that personal information will be shared publicly, or that applying will affect other benefits. Because eligibility rules and timelines change, staff can coordinate with local partners for up-to-date information.

VOICES FROM THE FIELD

Jaemi Naish | Director | Tamalpais Adult School

How has your program’s approach to device lending, connectivity, and digital support evolved since the early years of distance learning?

Since 2020, Tamalpais Adult School (TAS) has approached device lending and digital support intentionally and strategically. Each year, students complete OTAN’s Intake Survey and a local survey to identify who needs a device other than a smartphone. Staff review the results together to identify trends and plan improvements.

All teachers are now expected to integrate digital learning and literacy into their classrooms. New student orientations include logging into district Chromebooks, using student email, and managing passwords for online platforms. TAS also offers rotating workshops on Chromebook use, accessing online learning through Canvas, and applying G Suite tools such as Google Docs, Quizzes, and Gemini AI. A cart of 30 Chromebooks is reserved each year for student loaners, primarily supporting beginning-level ESL learners.

TAS partners with Canal Alliance in San Rafael, where students can complete an eight-hour digital literacy workshop in Spanish and receive a Chromebook to keep. Data continue to show that digital literacy remains a challenge in lower-level ESL, so teachers at those levels are expected to build digital skills into instruction using tools such as Typing.com, Duolingo, Learning Chocolate, Kahoot, Peardeck, USA Learns, Northstar Digital Literacy, and Vocaroo.

What strategies have proven most effective in identifying students’ connectivity needs and helping them gain consistent access to technology? What challenges still exist?

TAS maintains a strong partnership with the Tamalpais Union High School District IT department, which manages the school’s web domain, classroom Chromebook carts, and access to online tools including YouTube, Khan Academy, and Gemini AI. Annual student surveys and teacher feedback help the program understand learner needs and adjust supports each year.

Many adult learners—especially in ABE and ASE programs—express strong interest in online learning but still rely mainly on smartphones to participate. This creates ongoing connectivity and usability challenges. Attendance at optional technology workshops has been limited, and a new district network policy now prevents personal devices from connecting to Wi-Fi, requiring learners to use district-issued Chromebooks. While this shift has required adjustment, close collaboration with the district IT team has allowed TAS to respond quickly to learner needs and maintain steady progress toward more equitable digital access.

Technical Setup and Ongoing Support

Providing devices and internet access alone does not ensure equitable participation. Learners may also need support with tasks such as device setup, software installation, and ongoing troubleshooting. Integrating these services into orientation or making them available during key transition points (such as the first week of class) can help ensure learners can participate consistently.

Programs located in K–12 districts or community college settings may be able to coordinate with district IT teams to provide device setup and software installation, account creation for email and learning platforms, and technical troubleshooting for login issues, device errors, and connectivity.

For programs that are not part of larger institutions, establishing a small tech team can provide a clear point of contact for questions, if capacity allows. If dedicated staff are not available, options include setting aside regular time for teacher-led tech Q&A or pairing learners with peers who have stronger technology skills.

Some programs also work with digital navigators, trained staff or volunteers who provide one-on-one support with device setup, internet access, or account creation. Digital navigators help learners troubleshoot issues, locate affordable connectivity options, and build confidence using technology for everyday needs. Several national initiatives, such as the Goodwill Digital Navigator Certificate Specialization developed by Goodwill Industries International and World Education, offer free or low-cost online training for individuals and organizations interested in implementing these services. These programs introduce digital navigation as a structured intervention, emphasizing customer service, cultural competency, and local partnership strategies that connect learners to sustained digital access and skill development.

Building Digital Infrastructure

A strong digital infrastructure across an adult education program provides the foundation for equitable and reliable technology use. It includes the systems, equipment, and supports that make digital learning possible—such as hardware, network connections, software, data storage, and technical support processes. Evaluating this infrastructure helps programs confirm that devices, internet access, and internal systems are consistent and dependable for both staff and learners.

Building a digital infrastructure requires attention to both immediate needs and long-term sustainability. Purchasing new devices or software is only one step. Programs also need clear plans for how technology will be maintained, supported, and replaced over time to ensure that investments remain reliable.

The total cost of ownership model provides a framework for planning this long-term sustainability. It accounts not only for initial purchases but also for ongoing costs such as maintenance, upgrades, and training. Factors to consider include:

  • Annual software license or subscription fees
  • Device maintenance, repair, and replacement cycles
  • Expected lifespan of equipment and peripheral costs (cases, chargers, cables)
  • Inflation and its impact on future budgets
  • Ongoing technical support requirements
  • Training costs for staff and learners using new tools

For example, a program may determine that purchasing tablets is affordable in the current budget year, but a total cost of ownership approach ensures that costs for maintenance, protective equipment, software updates, and staff training are also included in planning. Considering total cost of ownership highlights how equity depends on sustained investment, not just initial access.

Several tools can help programs estimate and manage long-term technology costs. The CoSN Total Cost of Ownership Tool offers structured guidance for projecting, comparing, and monitoring technology investments over time. Documenting these details helps align purchasing, budgeting, and replacement cycles to support continuity across fiscal years.

Ensuring Staff Access and Capacity

Digital equity extends beyond learner access. Educators and support staff also need reliable devices, secure connectivity, and ongoing opportunities to strengthen their digital skills. Evaluating staff access is an important part of identifying and removing barriers that may limit instructional quality or consistency. In some programs, staff experience challenges similar to learners—for example, limited home internet, shared devices, or restricted access to on-site resources and technical support.

Once access needs are addressed, programs can focus on strengthening staff capacity to design and deliver digital learning effectively. Educators benefit from structured opportunities to learn, practice, and collaborate on technology integration. Professional development focused on digital tools and online teaching methods helps ensure that new technologies are used purposefully rather than added as isolated features.

Programs can provide this support through ongoing technology-focused workshops, peer mentoring, and collaborative planning time. Allowing educators to test new tools, share experiences, and observe colleagues promotes confidence and sustainable change in instructional practice.

Administrator Tip

Establish peer mentorship opportunities that pair more tech-experienced instructors with colleagues who are developing confidence in digital teaching. Mentors can offer practical support with tools, troubleshoot challenges, and share classroom-tested strategies. This approach builds trust, encourages experimentation, and helps sustain technology use across staff. Additional strategies for ongoing professional learning are outlined in Chapter 3 of this guide.

Digital Literacy Skills

Digital literacy refers to the ability to use technology to find, evaluate, organize, create, and communicate information. In adult education, pursuing digital literacy involves building the practical technology skills needed for daily life, employment, and continued learning.

A digitally literate adult can use computers, smartphones, and the internet to accomplish personal and professional tasks. This includes:

  • Foundational technical skills: using a keyboard, mouse, or touchscreen, and navigating websites or apps
  • Information-processing skills: evaluating online information, using software tools to complete tasks, and solving digital problems

Broadly, these two abilities form the foundation of participation in work, education, and community life. Digital literacy is not a single skill, and the set of competencies it includes, from using email and word processors to understanding online privacy, enable adults to engage effectively in digital spaces.

Digital literacy is also connected to related concepts:

  • Digital resilience: the ability to adapt to new technologies, troubleshoot issues, and continue learning as tools and systems change. In practice, this involves building confidence and problem-solving strategies so learners can navigate unfamiliar digital tasks both now and in the future.
  • Digital citizenship: the safe and responsible use of technology, including awareness of online privacy, basic cybersecurity, and respectful online communication.

The goal in adult education is to prepare adults to be digitally fluent and comfortable exploring new devices, platforms, and information in ways that allow them to participate fully in modern society.

The Importance of Digital Skills in Adult Education

Because it is now a central part of how people work, learn, and participate in community life, digital literacy has become a central focus in adult education. Despite this widespread demand, many adults do not yet have the skills needed to use these tools effectively. As of 2025, nearly one in three U.S. workers lack foundational digital skills:[5] about 13% have no digital skills, and 18% have only limited abilities. These gaps affect access to employment, training, and advancement opportunities.

Digital literacy is vital for personal and civic life. Adults use technology to:[6]

  • Access healthcare, including telehealth services and online health information
  • Manage finances through online banking and digital payments
  • Stay involved in their children’s education by using school portals, messaging teachers, or supporting homework and projects
  • Complete government forms and access public services
  • Participate in community and civic activities, such as forums or voting information sites

For some learners, the chance to practically progress with tasks like communicating online or applying for jobs can be a source of motivation to build confidence and support persistence in digital skills education.[7] Studies find that many adults report a desire for additional digital training but face barriers such as cost or scheduling, reinforcing the importance of accessible, flexible opportunities.[8]

As learners continue to develop these skills, they can participate more fully in work, community, and civic life.

Aligning Digital Literacy with Accountability Systems

Digital literacy is now embedded in federal and state policies that guide funding, planning, and accountability in adult education. As such, it is widely recognized as essential for workforce preparation, civic participation, and lifelong learning.

Incorporating digital literacy supports both instruction and reporting: employers increasingly expect digital competencies and accountability systems track workforce outcomes. Programs may integrate digital skills into instruction or offer standalone courses, using eligible funding sources.

Policy in adult education comes directly from funding frameworks, and digital literacy and equity planning are no exception. Many states have developed digital equity plans or embedded digital skills in their adult education curricula. For program staff, staying informed about policy priorities such as the ones below can shape curriculum planning and partnerships to reflect local workforce needs:

  • WIOA Title II: identifies digital literacy as part of workforce preparation activities. Programs may document digital skills instruction in measurable skill gains or integrated education and training (IET) initiatives, aligning with both instructional and accountability requirements.
  • CAEP: California Adult Education Programs recognize digital literacy as a cross-cutting skill across all five program areas. Programs may reflect digital access and instruction in their CAEP three-year plans and use CAEP funds to support staffing, devices, or professional development for digital inclusion.
  • Perkins V: links digital literacy to preparing learners for high-skill, high-wage, in-demand careers. Career and Technical Education (CTE) programs can integrate digital competencies into pathways and performance indicators, particularly where digital tools are standard in the industry.

Digital literacy is both an instructional and a policy priority. Adult education providers can use this alignment to secure resources, improve services, and expand opportunities for learners to build and apply digital skills. In practice, this might involve partnering with libraries to co-host community technology workshops, coordinating with workforce centers to align digital skills instruction with local job-training initiatives, or contributing to regional planning efforts that identify shared technology needs and funding opportunities.

Because policies and funding sources continue to evolve, programs benefit from maintaining regular communication with local and state agencies to stay current on priorities, grant opportunities, and reporting requirements.

Digital Skills Standards Frameworks

Several frameworks define the digital skills adults need for learning, work, and daily life.

Programs can draw on these to decide which specific competencies to teach and how to measure progress. Examples include the Maryland Digital Literacy Framework, the ISTE SkillRise Profile of a Lifelong Learner, Northstar Digital Literacy, and the Seattle Digital Equity Initiative. Each organizes digital skills in slightly different ways, but all provide structures that programs can adapt to their own learners, instructional settings, and policy contexts.

Frameworks are intended as guides, not mandates. In California, no single digital skills framework is required. Programs can select, adapt, or combine those that best align with their learners, instructional settings, and accountability systems.

These models can help programs:

  • Prioritize skills: Focus limited instructional time on the competencies most relevant for each course or learner group.
  • Design targeted instruction: Create course outlines, mini-lessons, and digital activities that reflect work, education, and community needs.
  • Track and communicate learner progress: Use shared language to coordinate across staff, report outcomes, and help learners recognize their growth.
  • Coordinate planning and professional development: Align curriculum, instructional planning, and staff training around a common set of expectations.

For example, an instructor teaching a GED writing course might use a framework’s “productivity” standard to guide a lesson where learners draft and submit essays through a cloud-based word processor, practicing both writing and document management. A career navigator might use “communication” or “collaboration” standards to design workplace email activities that align with employability skills. Similarly, a civics instructor might use “information evaluation” standards to help learners analyze the credibility of online sources when researching training or housing options.

Strategies for Integrating Digital Literacy Instruction

Adult education programs can use a range of strategies to integrate digital skills into instruction. The goal is to make digital literacy part of everyday learning rather than a separate topic. Opportunities for guided practice, troubleshooting, and peer support help learners build adaptability and persistence in changing digital environments. Embedding digital practice into authentic tasks such as filling out forms, applying for jobs, or communicating with agencies can link skills directly to learners’ goals. Analysis of PIAAC data indicates that frequent use of digital skills at work or at home predicts stronger assessed skills over time, suggesting that ongoing practice is critical for sustaining growth.[9]

Because learners often begin with very different levels of digital experience, strategies that allow for differentiation and learner choice can help ensure that instruction is relevant to individual goals.[10]

The following approaches provide examples of how digital literacy can be embedded into instruction and program design.

Embed digital skills into existing lessons

Integrate technology use into core subjects. For example:

  • Reading: use online news articles to practice navigation and comprehension of digital text
  • Math: create a household budget in a spreadsheet to build data entry and formula skills
  • Writing: draft, revise, and format a paragraph or short essay in a word processor to practice both writing skills and digital document creation
  • ESL: complete online vocabulary activities in a mobile app to build confidence with digital interfaces

Use project-based learning with technology

Assign real-world tasks that require digital tools. For example:

  • Create a newsletter or blog using publishing software to practice writing, editing, and design
  • Research job openings online, create a resume, and set up a professional email or LinkedIn profile
  • Explore career-training programs in groups and present findings in Microsoft PowerPoint or Google Slides

Leverage blended learning with online resources

Combine in-person instruction with digital practice opportunities. For example:

  • Use free platforms such as Padlet or Desmos calculators to build comfort navigating online learning tools.
  • Send class announcements through email, SMS, or WhatsApp to help learners practice everyday digital communication. Be intentional about how these tools are used by setting clear boundaries—such as when instructors will respond and how personal information is protected—so learners feel supported and respected.[11]
  • Assign short activities in a learning management system or app to build familiarity with logging in, submitting work, and tracking progress in digital environments.

Encourage peer learning

Use collaboration to strengthen digital confidence and skill use. For example:

  • Encourage learners to practice tasks such as typing dictated text or navigating an app.
  • Assign small group projects that include the use of collaboration software.
  • Create routines where learners who have demonstrated ability within specific tasks provide informal peer support.

Programs can also provide structured opportunities for reflection, such as short discussions or written check-ins about what tools were used and how they supported progress. This helps learners connect digital practice to broader strategies for persistence.

Integrate workplace scenarios

Align digital activities with common workplace and life tasks. For example:

  • General: complete an online job application, record hours on a digital timesheet, or create a short slide presentation
  • Healthcare: look up health information online or practice with an electronic health record interface
  • Skilled trades: find instructional videos on YouTube or use a mobile app to calculate measurements

Offer standalone digital skills workshops

When programs have staffing and space, dedicated sessions can provide structured time for digital learning. For example:

  • Run a four-week “Computer Basics” class covering foundational skills such as mouse use, file management, and internet safety
  • Host drop-in lab hours for support with specific tech tasks or practice with typing and navigation
  • Offer guided workshops on creating email accounts, navigating learning platforms, or using search engines

Programs can also integrate opportunities for skills validation through badges, certificates, and credentials. Tools such as Northstar Digital Literacy and the Certiport IC3 assessment provide ways for learners to demonstrate progress and signal digital competencies to employers or training programs. These options can also support motivation by giving learners visible recognition of their growth.

Additional Digital Literacy Resources

The following resources offer practical tools and resources supporting digital skill development. Some provide program-level frameworks and planning guidance, while others supply curricula, assessments, or instructional resources that can be used directly with learners.

  • Digital Navigator Model (EdTech Center @ World Education with funding from Walmart): a framework for addressing digital equity and inclusion. Digital Navigators may be staff, librarians, volunteers, or other trained individuals who assist learners with securing devices, affordable internet, and foundational digital skills. Examples of navigator activities include helping a learner set up an email account, troubleshooting a video conferencing app, or installing software on a phone. The Digital Navigator Playbook provides guidance on defining navigator activities, measuring outcomes, and integrating the model into existing program structures.
  • Promoting Digital Literacy for Adult Learners (Barbara Bush Foundation and Digital Promise): a guide that compiles research-based strategies for developing adult learners’ digital skills. It includes examples of effective practices, such as embedding digital skills into adult basic education, and offers approaches for addressing challenges learners may face when adopting new technologies.

In addition to frameworks and guides, several instructional and assessment tools are available for classroom use:

Accessibility

Access includes more than just devices, broadband, and digital skills. Learning materials and digital content should also be usable by all learners, including those with disabilities. A learner may have a laptop and Wi-Fi but still encounter barriers if, for example, an online activity isn’t screen-reader compatible or a video lacks subtitles. Accessibility is not just a technical requirement. It is a foundational aspect of equity. It means designing or adapting content so that all learners, regardless of physical, sensory, or cognitive differences, can perceive, understand, navigate, and interact with it.

This is where the concept of Universal Design for Learning (UDL) becomes critical (see below). Rather than creating separate accommodations, UDL focuses on designing environments and materials that are usable by a wide range of learners from the start. For example, adding closed captions to instructional videos supports learners who are deaf or hard of hearing but also benefits many others, such as English learners or those studying in noisy environments. These intentional design choices reduce barriers for all learners. Providing content in multiple formats (text, audio, video, images) further supports engagement by allowing learners to interact with material in the ways that work best for them.

There are also legal requirements for programs receiving federal funding to consider. Section 508 of the Rehabilitation Act requires that federal agencies and organizations they fund (including adult education providers) make their electronic and information technology accessible to people with disabilities. In practice, this includes ensuring that websites, online forms, digital curricula, and instructional software comply with accessibility standards (e.g., WCAG which is discussed next in this chapter). Similarly, the Americans with Disabilities Act (ADA) protects the right of people with disabilities to equal opportunities in public accommodations, employment, government services, and education. Public adult schools and any program administered by a state or local government entity are responsible for providing reasonable accommodations and equitable access to their services, including educational content and technology.

Programs seeking additional guidance on selecting or creating accessible digital materials can consult the Accessible Educational Materials Center (AEM) from CAST, which provides practical tools and explanations to support Section 508 and ADA compliance.

WCAG

For web content and digital materials, the Web Content Accessibility Guidelines (WCAG) offer principles that can help programs design materials more usable for everyone. Educators do not need to be web developers to apply these ideas, but understanding the core principles can make it easier to spot and fix common barriers. The four main WCAG principles provide a clear way to evaluate and improve accessibility:

  • Perceivable: Information should be presented in ways all learners can notice and interpret. For example, avoid using color alone to signal meaning, and add alt text to images so screen readers can describe them.
  • Operable: Learners should be able to navigate and complete tasks using different methods. For example, make sure all functions work by keyboard, allow enough time to complete forms, and use consistent navigation menus.
  • Understandable: Content and instructions should be clear and predictable. For example, use plain, readable text and design buttons or links so they behave as expected, reducing confusion for learners with cognitive differences.
  • Robust: Materials should work reliably across devices and assistive technologies. For example, create properly tagged PDFs, structured Word documents, or LMS content that screen readers can interpret.

Educators can also apply practical steps and use built-in tools to check and improve accessibility:

  • Become familiar with and use built-in accessibility checkers in Microsoft Word, Google Docs, or your LMS.
  • Add captions to videos with tools like YouTube’s auto-captioning. For live sessions, transcription tools such as Otter.ai can provide real-time captions.
  • Choose reader-friendly fonts and high-contrast colors in slides and handouts.
  • Ensure links are descriptive (e.g., “View GED study resources” instead of “click here”).
  • Ask learners if materials are easy to read and navigate; their feedback can highlight barriers quickly.

These steps may not address every accessibility need, but they provide a strong starting point and help programs build confidence with inclusive design.

The table below summarizes common categories of learner need (visual, auditory, motor, and cognitive) with examples of tools and strategies that can support inclusive learning environments.

Learner Need Accessibility Tools Strategies and Tool Features
Visual Screen readers Add alt text to images; avoid using color alone to convey meaning; use platforms compatible with screen reader software
Screen magnifiers Use large, scalable fonts; ensure content layout remains clear when zoomed
Auditory Captions and subtitles Provide accurate captions for all video and audio content; offer transcripts for recorded materials
Visual alerts Use icons or on-screen cues in addition to, or instead of, sound notifications
Motor Keyboard navigation Design interfaces that can be fully operated by keyboard; avoid drag-and-drop-only interactions
Voice control and adaptive hardware Allow for voice input or alternative devices; simplify navigation and limit time-dependent tasks
Cognitive Text-to-speech tools Use plain language; structure content with clear headings; provide audio versions of text where helpful
Visual organizers Use diagrams, timelines, or mind maps to support comprehension
Custom pacing/timing Break tasks into smaller steps; provide options for flexible pacing and completion times

In addition to classroom strategies, programs can adopt broader practices to support accessibility across the organization, including:

  • Review new tools for accessibility: Request or consult a Voluntary Product Accessibility Template (VPAT) to understand how a vendor addresses accessibility requirements. While not a guarantee of compliance, a VPAT can inform decision-making. Selecting platforms with straightforward navigation and low cognitive load helps learners focus on coursework rather than troubleshooting technology.
  • Use evaluation tools to guide selection: The ISTE Teacher Ready Evaluation Tool provides criteria for usability, learning design, and inclusivity, supporting evidence-based decisions when selecting digital tools.
  • Share responsibility across teams: Accessibility is most effective when both instructional and administrative staff address it during procurement, course design, and platform selection.
  • Leverage curated support resources: OTAN’s Accessibility Resources page includes guides, checklists, and video tutorials on making documents, slides, and websites more accessible.
  • Explore additional guidance and tools: The National Center on Accessible Educational Materials (AEM) provides resources for acquiring or creating accessible materials, including assistive technology and customizable content formats.
  • Integrate accessibility from the start: Proactively designing with accessibility in mind prevents barriers and reflects strong instructional practice, including clear organization, multiple ways of presenting content, and flexible participation options.
Program Tip

Accessibility often requires support beyond what individual educators can manage, since time, tools, and training for evaluating and remediating resources may be limited. Where possible, programs and consortia may allocate budget or staff time for centralized tasks such as reviewing content for accessibility, adding captions or transcripts, or reformatting documents so they work with screen readers. Regional consortia may also reduce access gaps by maintaining shared inventories or lending libraries of assistive technologies.

Universal Design for Learning

Universal Design for Learning (UDL) is a flexible, learner-centered framework for designing instruction that anticipates the varied ways learners engage with, perceive, and express ideas. While accessibility focuses on ensuring materials and technologies are usable by all learners, UDL goes further by embedding flexibility and inclusivity into every stage of instructional design. Instead of creating separate accommodations as barriers arise, UDL encourages educators to plan lessons so that all learners can access information, stay engaged, and demonstrate understanding through multiple pathways. The three core principles—engagement, representation, and action and expression—can be applied in adaptable, practical ways across instructional settings.

Multiple Means of Engagement (motivation and persistence):

Engagement describes how learners connect with, sustain, and direct their participation in learning. Educators can design for engagement by offering relevance, choice, and collaboration in ways that reflect learners’ goals and experiences.

  • Connect lessons to practical decisions such as comparing job postings, budgeting a paycheck, or finding community services.
  • Offer participation options including small-group discussions, independent study, or self-paced digital lessons in an LMS.
  • Use interactive tools such as polls, virtual whiteboards, or workplace simulations to keep learning active and responsive.

This also involves supporting learners’ executive functions, which are the mental processes that help individuals set goals, plan strategies, monitor progress, and adjust as needed. Programs can support the development of these skills through explicit instruction and scaffolding, such as goal-setting activities, study schedules, or guided self-reflection.

Multiple Means of Representation (access to content):

Representation addresses how learners perceive, interpret, and make sense of information. Educators can design for representation by presenting concepts in multiple formats and allowing learners to adjust how they access and process content.

  • Pair a short demonstration video with a written checklist or set of labeled images showing each step of a task.
  • Add captions to videos and provide transcripts for audio content; these support not only learners who are deaf or hard of hearing but also those studying in noisy places, using mobile devices in public settings, or strengthening English or reading skills.
  • Share digital text that can be adjusted, read aloud, or translated, and pair new vocabulary or concepts with representative icons or images.

Multiple Means of Action and Expression (showing learning):

Action and expression describe how learners organize, demonstrate, and communicate their understanding. Educators can design for this by offering flexible ways to show progress and by supporting planning, organization, and reflection throughout the learning process.

  • Provide options for demonstrating learning, such as recording a short presentation, drafting an email to a supervisor, completing an online form, or creating a brief slide deck.
  • Break complex projects, like applying for a job, into smaller steps with checklists and examples for each stage.
  • Accept mobile-friendly, low-tech, or in-person options, such as photos of written work, short voice recordings, or paper-based submissions when digital access is limited.

By planning with UDL principles, educators acknowledge and respect the diversity that already exists in every classroom. A learner who uses captions, another who prefers group work, and another who submits a recorded response can all succeed in ways that fit their needs. Digital tools, when chosen thoughtfully, can support these options without adding unnecessary complexity. This approach also aligns with adult learning principles addressed in Chapter 3 by recognizing learners’ varied backgrounds, focusing on relevant skills, and supporting autonomy.

Instructor Tip

Design a “multi-format challenge” week. Take a standard assignment—like writing a reflection or summarizing a lesson—and let learners choose a new medium to express it (audio message, infographic, short video, or visual mind map). Free tools like Canva and Padlet can make this flexible and engaging while reinforcing digital skills.

  1. https://www.congress.gov/117/plaws/publ58/PLAW-117publ58.pdf
  2. https://eric.ed.gov/?id=EJ1381658
  3. https://eric.ed.gov/?id=EJ1344724
  4. https://otan.us/Content/Documents/Reports/DigitalLearningReport_23-24_Online-r4-a11y.pdf
  5. https://nationalskillscoalition.org/wp-content/uploads/2020/12/05-20-2020-NSC-New-Landscape-of-Digital-Literacy.pdf
  6. https://www.jff.org/wp-content/uploads/2023/09/DRAWLandscapeScan-Publication-081122_508_Reviewed-7.pdf
  7. https://www.barbarabush.org/wp-content/uploads/2022/04/DigitalLiteracyforAdultLearners-ResourceGuide-April2022_updated.pdf
  8. https://eric.ed.gov/?id=EJ1381658
  9. https://eric.ed.gov/?id=EJ1381658
  10. https://eric.ed.gov/?id=EJ1344724
  11. https://www.proquest.com/openview/1e6bf04611861c6340a810567a9cfb8f/1?pq-origsite=gscholar&cbl=2042767

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OTAN activities are funded by contract CN240137 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.