International Journal of Adult Vocational Education and Technology, 3(2), 47-53, April-June 2012 47 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Keywords: Adult Learners,Avatars, Blogs, Online, Podcasts, Technology, Wikis INTRODUCTION Due to the increasing number of adult learners returning to higher education (Kazis, Callahan, Davison, McLeod, Bosworth, Choitz, & Hoops, 2007), it becomes imperative to offer courses that meet this population needs and keep them engaged so that they receive maximum educa- tional information and benefit from the learning experience. These courses and programs are offered in three different formats (1) face-to- face, which require students attend classes in person; (2) hybrid, which uses a combination of face-to-face and online tools; and (3) fully online courses which uses the internet and other digital tools as the sole medium to deliver instruction, this medium is also called distance learning (DL). DL can be either synchronous or asynchronous. Because a common concern when delivering instruction is how to keep stu- dents engaged, many instructional methods are utilized to serve adult learners. These methods may be experiential, problem-based or collab- orative so students can associate curriculum concepts to beneficial knowledge and skills (Kazis et al., 2007). Student engagement refers to students participating in class by studying a subject, asking questions, interacting, obtain- ing feedback and analyzing problems (Kuh, 2003). Not surprisingly, engagement plays an Teaching with Technology: Reaching Out in the Digital Age Susan K. Dennett, Florida Atlantic University, USA Maria D. Vásquez-Colina, Florida Atlantic University, USA ABSTRACT In this article, the authors discuss how technology can enhance online teaching and student engagement. As the number of adult learners increase and the continuing use of online teaching increases, it is important to keep students engaged during learning. If the adult learners are engaged, they will most likely remain the duration of the course, ensuring retention in online courses. Currently completion rates for online courses can be signifcantly lower than those of the traditional classroom based on studies by a number of authors for a variety of reasons (Diaz, 2002; Lorenzetti, 2002; Murray, 2001). Students will also be more likely to sign up for future online classes when engagement strategies are used. By incorporating the type of technology students use in their everyday life will encourage engagement and relevance. When educators use technol- ogy effectively and effciently in their classes, this increases engagement and provides a positive learning experience for the student. The article reviews literature that outlines different types of technology and the ways technology can complement an online class. DOI: 10.4018/javet.2012040105