Rapid advancements in technology and the proliferation of mobile communication devices available in the marketplace require that community college administrators and teachers better understand levels of digital communication technology adoption and how adult learners currently use them. Such an understanding is necessary to developing the potential of these tools for learning to become connecting points between learners and their instructors as clarifying links to a boundless information space. Accordingly, this study examines the adoption and uses of digital communication technologies by adult learners of Florida's community colleges. This study uses a quantitative approach through the application of two new measurement instruments as dependent variables and demographical information and reported adoption and use of digital communication technologies as independent variables. The first instrument, the "Student Adoption of Digital Communication Technologies for Education Scale", was designed to measure the value of adopted technologies by assigning higher values to newer, more capable and mobile devices and lower values to more mature, less mobile devices. The second instrument, the "Student Uses of Digital Communication Technologies for Education Scale", was developed for purposes of examining three functions of student use: communication, coursework, and media activity. A pilot study (N = 46) of the two scales preceded full deployment for the central study of the sample population ( N = 243). The data collected produced several important findings that may assist educational policymakers and instructors by improving utilization of digital communication technologies. First, individuals who reported ownership of mandated technologies scored lower overall adoption rates which may indicate a negative effect of mandates on adoption of certain devices. Second, total household family income closely correlates with adoption of technologies such that adult learners with lower reported total household family incomes demonstrated lower scores of adoption compared to adult learners with higher reported total household family incomes. Finally, statistical analysis of the study's data validates the two newly developed scales. Through further development, these scales may be used by academic administrators and instructors to conduct future studies of how adult learners of different populations use digital communication technologies and how to leverage these technology assets for learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]