June 3

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Reflections on Day 2 Policy Implications

Good morning! Yesterday's conversation was great! I posted the list of responses to What Does It Take last night and here are some summary thoughts on how all these great ideas move us closer to policy recommendations and research-based implications.

I'll post a Day 3-4 question later today so people have some time to move from program level thinking to policy level reflections. (Hint, let's move to thinking about "what does it take for students to learn w technology?" next....some ideas are already being posted on this next focus.)

Keep thinking!!

Some of the work I've been doing in K-12 ed tech and special ed tech have very similar issues to those raised on the list about adult ed environments. Not surprisingly, the research in K-12 is much more robust, but the themes are similar:

- LEADERSHIP is absolutely critical. If the leadership /administration is not a vocal and public supporter, watch for failure or at least failure to thrive of an initiative. Also in the leadership category: mandates work sometimes. If timesheets and class assignments are shifted to an online format, users will follow. Many years ago, VA as a state got the State Assembly to approve online state testing for many reasons including accuracy, ease of scoring etc. - all test and data related - but what it did was provide the leverage to purchase enough computers and install high-capacity broadband in every school in the state as part of the initiative. This is not a silver bullet, of course, but in terms of levers, these state initiatives if funded, can "move the mountain" as someone wrote past the starting gate.

- IMPLEMENTATION for the long haul requires policy, procedures, and positions to be created and institutionalized among a TEAM of professionals. The list mentioned the lack of tech support positions - without the understanding that these positions are as critical as teachers, and as protected, you've set teachers up to fail. I've been working with the National Implementation Research Network, if you are implementing a large initiative, check out their Info Briefs and lit review: www.scalingup.org. I've been working with a team of special ed researchers to apply their work to special ed tech, see our Info Briefs at http://www.cited.org/index.aspx?page_id=190

- EQUIPMENT PURCHASES without the full implementation plan do not generate deeper and more thoughtful implementation. Also, in K-12 the Total Cost of Ownership is a big conversation - if we aren't budgeting for upkeep, tech support, training, and upgrades, then the investment is undermined over the medium to long term. Sign up (free) for this suite of tools to calculate the TCO of ed tech: http://classroomtco.cosn.org/gartner_intro.html

- PD needs to be high quality, ongoing, adult focused in order to be effective at changing and supporting the change of teachers' habits and comfort levels. Support support support was one of the quotes today! The conversation on the PD listserv next week will explore these issues. Keep track of your good ideas!

- WHY IS THIS COOL? This a great way to ask, what are the OUTCOMES? We continue to need to provide quality data to our funders, our community stakeholders, our business partners, our government agencies about the increased productivity and learning leveraged by technology. We need to document and track student learning, teacher learning and productivity, improved data accuracy, etc. Our arguments need to go beyond, because it's cool. Some of the issues that simmer at the state and federal level are attrition, data accuracy, use of data to inform instruction and program management, student tracking across programs/transitions, teacher quality in light of student performance, and standards-based education. All of these issues can be addressed with technology as a piece of the answer. Are you able to teach science lessons with virtual labs, for example, when you actually have zero lab equipment?? Can you track your students into a post secondary environment because you share datasets??

- KNOWLEDGE SHARING is crucial. We need to replicate success!! Someone added a need for clear guidelines. We need to support each other as states, regions, collaborative, and stop reinventing the wheel every time we start an initiative. What's working?? When an initiative is undertaken and well documented, the lessons learned need to be disseminated in a way that is timely and credible for administrators and funders. We need to collaborate and should expect some technical assistance to do so. Creating online platforms for sharing across programs, regions, states - mentioned on the list - around a specific topic is a great way to start this process.

Heidi Silver-Pacuilla

Heidi and others,

I haven't seen enough recognition in this discussion that many adult learners -- many more than there were only a few years ago -- have access to Internet technology at home, work and in their communities, and that still more learners have access to mobile telephones.

Why is this important?

The role of the teacher in integrating technology may need to shift. Of course, teachers and tutors (and program administrators) need to continue to integrate technology in the classroom, in computer labs and in tutorial sessions. However, teachers have a new responsibility: to help learners use the technology they have in their pockets and purses, and at home and work, especially to use it for their own learning now and in the future. Meeting this responsibility would involve "technology literacy" that is, computer, web-accessible mobile telephone, and Internet competence and comfort. I want to see federal legislation that requires every federally funded adult education program to offer (not require) adult learners technology literacy classes and tutorials. This would involve how to use computers and the Internet for supplemental learning, how to use free or inexpensive (because they have been federally-funded) services like USA Learns and the Learner Web, as well as teacher-made web sites in English and other languages. It would include how to use basic computer and web tools such as word processing, search engines and email. It would include the experience of taking an online learning course or two -- so that adult learners would know how to do it, and would feel comfortable with online/distance learning. It would include introducing assistive technology tools such as text readers to learners who might benefit from knowing how to use this software.

How could underfunded adult education programs do this?

The legislation should not be an unfunded mandate. It should have funding for equipment, including for classroom smartboards, multimedia projectors and loaner laptops for teachers who need them. It should include a lot of funding for professional development including intensive training, over time, for a critical mass of teachers at every program to learn how to use technology well and to teach students how to use it. Teachers should also have paid time to practice using the technology. The message should be to programs and students: this is a new economy, a new teaching world. It is no longer acceptable to make excuses. Excuses are unfair to adult learners who need these basic technology skills -- as much as they need reading, writing and numeracy.

That's a strong position, I know. It may make some people uncomfortable, even some on this technology discussion list. However, it's a question of justice. We need to end the digital divide for adult learners. I believe we can do it, and that there is an interest in Congress in having us address this issue. Let's see if there's a will in Congress, and a will in our field.

David J. Rosen

David,

I wholeheartedly agree that the role of instructor/teacher is shifting. The traditional role of "sage on the stage" is changing to "guide on the side" or, in my opinion, should be changing. While that description may be a little simplistic and overused, I do believe that educators must move away from the model of being the "owners" of information which they impart to students and then determine learning by having students correctly repeat the information via traditional tests and measurements. Moving toward a role of facilitator of learning seems to better address 21st century skills that we (educators, legislators, employers) espouse that learners must have as well as addressing 21st century learners' styles and preferences.

You said, "Excuses are unfair to adult learners who need these basic technology skills -- as much as they need reading, writing and numeracy." I couldn't agree more. Certainly, there are barriers, both real and perceived, but those barriers shouldn't be used as excuses to not teach computer literacy skills and/or to not effectively integrate technology into instruction. Surely, instructors can find the time, either paid or unpaid, to acquire at least one new skill each year and to integrate at least one new aspect of technology into their instruction each year. How much time could that possibly take over the course of a year? By using a slow but steady approach, many instructors, over time, have developed confidence as technology users as well as developed a growing set of instructional strategies that authentically integrate technology into their curricula. I know instructors who were “luddites” several years ago who are now using blogs as tools for writing assignments, wikis for classroom discussions, Voicethread for classroom discussion and collaboration, etc., etc. They didn’t do it all at once but they began and they continued the journey. The point is that they BEGAN. I know that keeping up with technology can be daunting, but I grow weary of hearing from some who use their frustrations, barriers, etc., etc. as justification for not tackling the technology issues. I don't feel that we have the luxury to wait until the ideal set of circumstances comes together, i.e. adequate hardware, accessibility, ongoing training and support. We need to begin now.

Melinda M. Hefner

Well said. If one waited to teach Shakepseare until you had a complete grasp of that time period and full knowledge of the language used at that time you would nev er get to the plays. Better to read/do the plays with imperfect understanding than not at all. As for not "owning the knowledge" AMEN. It's much more exciting to learn with them not impart our often flawed learning.

Katie M

Interesting web site www.esc20.net/techserv K-12 Literacy standards in the Digital Age Katie M

Could the person who posted the Interesting web site www.esc20.net/techserv K-12 Literacy standards in the Digital Age

please share where within this site you found these standards? I didn't have any luck and I'm interested! Thanks.

Lynne Wilkins

Try http://dkc.esc20.net. If this doesn't work I'll mail a copy to you. Katie M


Wow. David, you never cease to impress me. My computer has so many words of wisdom from David Rosen saved on it; this is surely adding to the "reread re-muse" pile! A few comments below:

On Wed, Jun 3, 2009 at 7:32 AM, <DJRosen at theworld.com> wrote:


> Heidi and others,

>

> I haven't seen enough recognition in this discussion that many adult

> learners -- many more than there were only a few years ago -- have access

> to Internet technology at home, work and in their communities, and that

> still more learners have access to mobile telephones.


So true! Build that interaction, beginning with awareness: A few years ago, I tried using Moodles (course management systems) with GED and ESOL classes, to engage interaction, to encourage use OUT of the classroom.

With no support, paying (as I continue to do to this day) the annual fees for a host service), no colleagues willing to engage (unpaid) in this effort with me, it was a slow start.

But I learned a lot in the process, and I choose to believe the students and colleagues did, too -- even the less willing ones.

I found that assigning "survey interviews" helped all of us think and learn about how we do and how we might use technologies.

So, once a week, a new question/series of questions was asked. I started the first two or three, and then had students generate what our next questions might be.

[Have you ever used a computer? If yes, when was the first time? (about how old were you?) Do you own a _____? If yes, when and where did you buy it and do you remember how much it cost? [class project = what does it/similar cost now? graph the changes, calculate the percents, etc.] How many people in your family own ______? (One surprise I learned was how many families owned PlayStation or other gaming stations; I still to this day remain ignorant to this phenomenon. Today, I'd be curious to learn how many owned Wii or have used it?). Whom do you ask for help when you can't figure something out/have a question about your cell phone/on your computer/with your voicemail/________. Have you ever emailed/texted/left a voicemail for someone other than friends and family? Why/why not? If yes, when/why/describe the occasion. and on and on and on....]

Students were asked to ask at least three other people this one question, and to report their answers. Their answers, initially, could be reported in any fashion -- verbally in class, emailed, handwritten, typed, texted, voicemailed, message on Moodle, discussion forum post on Moodle, etc. -- as many possible communications methods as we could list/brainstorm.

Then, as weeks progressed, we'd vote on which option to "delete" from the list, working toward technology-involved choices.

The above describes the ideal, what was supposed to happen from my "brilliant" idea. Reality = lots of resistance, absenteeism, non-involvement, challenges in tracking... But I tried. And will try again with something similar soon in an online class of ESOL learners.

Often, when the focus is indirect (not what "I can" or "I must" do/learn, but what are others doing/learning), it helps "ease toes into the water."

[It's also helpful sometimes, I have found, to think backwards, Z to A, so, grins: toes, knees, shoulders, heads! (Did you ever try to sing that song backwards?!]

Holly Dilatush

That is a great suggestion.

Could you also include Internet access - the cost of satellite dishes, wi-fi cards etc. At minimum the programs should have this access, better yet include the teachers at home and best, include the students.

Rural mountainous sparsely populated areas are a part of the digital divide that needs attention!

Many of our students live in "dead-zones" where cell phones, etc do not have reception.

Gail Troy

David (Rosen) wrote:


> It would include the experience of taking an online learning course or two

> -- so that adult learners would know how to do it, and would feel

> comfortable with

> online/distance learning.

My idealistic frame of mind believes that funding for at least one ongoing hybrid/blended "open door" class for MINIMUM of three years, open to all adults -- whatever proficiency level, whatever teacher/admin/staff (including custodial, everyone!)/student/volunteer position affiliated with the learning institution, with the "fee" being that by the end of _____ months involvement, they pledge to have shared at least three things they've learned with someone not in their class... something modeled along these lines -- with options worked in for possible PD credit for instructors, certificate credit for other learners and volunteers, might work wonders! This sort of situation is one where I can see that my style of teaching and personality and interests in technology would thrive, would have a chance of being effective and meaningful to many. It would "take people from wherever they are in the continuum" and allow them to grow at their own pace, provide support, provide opportunities for them to teach others, and would provide rich opportunities for meaningful research.

It would/could incorporate all of these: (David's suggestions):

  • how to use computers and the Internet for supplemental learning
  • how to use free or inexpensive (because they have been federally-funded)

services like USA Learns and the Learner Web, as well as teacher-made web sites in English and other languages.

  • how to use basic computer and web tools such as word processing, search

engines and email

  • introducing assistive technology tools such as text readers to learners

who might benefit from knowing how to use this software. and I'd add:

  • cell phones
  • any other technologies learners bring to the fray

> How could underfunded adult education programs do this?

I may not be as ambitious as David suggests -- these sound like highly improbable (in the adult ed realm of things):

> classroom smartboards, multimedia projectors and loaner laptops for

> teachers who need them

And I don't see this "Teachers should also have paid time to practice using the technology." as a reality -- unless it were small scale (two hours per month?) and unrestricted (not having to prove one had "mastered" a specific skill). But if the requirement were two hours per month, at hours of their choosing, logged in to such a hybrid/blended opportunity as I've outlined briefly above, magic could happen. Individuals could choose HOW to be involved, WHEN to be involved, WHAT to pursue, WHO to pursue it with, WHERE (online in their pajamas, in the computer lab at work, at Barnes & Nobles with a colleague or student or friend, endless choices).

I would have been and still would be grateful for anyone offering to pay me two hours per month to honor and validate the time and energy I've invested and continue to invest, in pondering and exploring technology literacy and all its implications.

Re: <<It is no longer acceptable to make excuses. Excuses are unfair to adult learners who need these basic technology skills -- as much as they need reading, writing and numeracy.>>

I fully agree, but my taking this attitude to colleagues years ago is what I fear "scared off/away" energies more than infused energies and enthusiasm. Adding <<...it's a question of justice>> might help sway more folks into considering it. Paying, honoring, welcoming, validating (rather than "mandating" their time certainly would help.

My two cents...

and again, THANK YOU for this valuable discussion list opportunity.

Holly Dilatush

Holly, I really liked these questions. I just emailed a couple out to my distance learning students. I asked them to reply to all to build in some peer to peer interaction. I am curious to see what type of response I will get.

BTW my first computer was the Commodore 64:) ...with pong.

Lisa Bailey

I am not a regular contributor to these kinds of sessions, which I regret, and I hope you will forgive my intrusion. What I have been reading indicates a tremendous amount of interest in technology integration and the desire to do it in an orderly, cost-efficient fashion. I believe that, for the technology integration efforts of Adult Ed programs in any state to be successful, our programs need the support of a State Maintenance body that has a tech plan for us. In Arizona, we have an Adult Education branch as part of the State Department of Education. I imagine (I certainly hope) most states have something similar. That august body, here, has been of tremendous assistance to our tech integration efforts by developing an Adult Education Technology Plan (which gave rise to, and assisted the efforts of, each program creating its own individual technology plan,) following it up with Adult Education Technology Standards, and a program of support individuals, known as ETEs (Education Technology Experts and each program has a couple,) who serve as liaisons to the Dept. of Ed Adult Ed folks so each entity may communicate ideas and needs, and share updates, regarding tech integration. The ETEs are further assisted by annual trainings and the publication of an ETE Handbook. Without this kind of organization and solid base from which to proceed, it may be quite a challenge to sort out the technology concerns and manage them effectively. Any individual Adult Education program that has such a body may want to approach it and see what kind of organizational and technology plan it can provide. Any individual Adult Ed program that lacks this level of support and maintenance may want to approach your Department of Education and press for a plan to guide your efforts. Nothing is going to happen effectively or orderly without a plan. I see that many of the contributors recognize that and none wish to end up just spinning your wheels. Our state tech plan took a couple of years to create. Once that was done and each program had an opportunity to create our individual plans, the standards were developed, which took another year. Both the plan and the standards were created by teams composed of program representatives and members of the Dept. of Education Adult Ed unit working together.

Jim Lively

Nicely put, David!! Wish I had time to do more than lurk with this discussion. I lamented this with Heidi over lunch a little while ago.

Steve Reder

I would add to this that while some students ³have access to Internet technology at home, work and in their communities, and that still more learners have access to mobile telephones.² not all literacy instructors do.

Not sure how it is stateside but up here in Canuckistan, adult educators are usually at the lower end of the pay scale and many do not have the latest versions of technology for personal use. Very few of my colleagues have cell phones. If they do, they do not pay for expensive data plans that allow them to use all the connectivity apps. I know no literacy instructor who has an iPhone or an iPod Touch. We had a community photography night last Friday and only about half of us had digital cameras.

And, as has been expressed many times, the technology in the workplace is rarely state of the art.

Of course, this does not necessarily mean that one cannot integrate technology in a meaningful way. (See Wendell Dryden: http://wendell-communitylit.blogspot.com/ He calls himself an ³older computer hobbiest² and often writes about cobbling together tech solutions on out-dated equipment.)

But it does mean that some literacy instructors will have difficulty integrating technology they do not use and will not use because they cannot afford it and because it does not exist in their workplaces. In some ways, some literacy students may be using technology, at hoe and at work, quite differently than their teachers.

Tracey Mollins

Some people have talked about how integrating technology changes the role of the teacher.

In some ways, I think that integrating technology allows teachers to do some of the things they have long wanted to do but found challenging.

One thing I have been thinking about lately is the role of the canon ‹ that ³dead white guys canon² we deride but that still gives us currency we use daily.

We used to talk a lot about how to bring the canon to literacy ­ how to balance giving literacy learners access to the canon that lets us be part of the Western Judeo-Christian discourse with creating an alternative canon that includes a more diverse range of contributors. We valued the alternative canon and wanted to promote a more democratic, post-colonial canon but we knew this canon is not valued in some of the places literacy learners want to go.

Literacy students come to programs to change the access they have. I remember an occasion when we read Robert Frost¹s Stopping On A Snowy Evening and the next day, Pierre Trudeau¹s (former prime minister of Canada) son paraphrased the poem at his father¹s funeral. The students knew the reference which made the quote more meaningful to them and also made them feel they were part of a conversation ­ not onlookers or outsiders. I think that is an important role for literacy education.

The challenge in finding the balance was always access to resources and the ways in which resources were organized. We used libraries and indexes that were developed by experts. They were useful but we had no ownership and no way to contribute. Most of what students saw was stuff we brought. Most of what students thought was valuable was the stuff we brought. They trusted us to know the index and to choose wisely.

I think that the internet and publishing tools help us find a better balance ­ or a better way of creating balance. It allows us (compels us?), teachers and students alike, to create our own resource lists and index them in ways that are useful to us. It allows us to index items from the revered canon with items from our own personal canons side-by-side. It allows us to publish our own work and see it beside, linked to, and with reference to any other work we choose. It allows us to join a discourse and create a discourse. And it means that each teacher and each student can create their own balance.

And the great thing for those of us working in literacy, those lists and canons and conversations can be less print-based and people who are not primarily reader-learners can participate in them more easily.

Tracey Mollins

I think the point about teachers becoming coaches, or "guides on the sides" was an excellent one. It is far more important to help learners learn how to learn, than to teach them details of the language that they may have trouble understanding, remembering or using.

By the same token, teachers should encourage learners to find the content that interests them, and help them use that content as a learning occasion. I do not think it should be the role of a language teacher to worry about whether the learner uses this or that canon, or poet. The tastes of the teacher should not influence the learner's choice of content to learn from.

There is so much language content available on the Web, in audio and text format, that the learner just needs to be helped in how to find it and how to use it. That is the main principle behind LingQ, where the learner-members contribute most of the learning content (audio with transcript), and earn points based on the popularity of the content they contribute. They either create the content in their own language or obtain permission to use podcasts or other resources that they find on the Web.

Their language learning will progress best if they have access to content of interest, and at their level. It really does not matter what it is, in my view.

Steve Kaufman

Hi All - I've had a busy day today, and so have you!! There are a gazillion of emails in my box, many many of them jumping in with discussions about students. Yeah! Moving back to our focus on students using technology.

Keep 'em coming and I'll try to catch up this evening. We are moving into the question: "what does it take to get students to learn with technology?"

Thanks for keeping the list active --

Heidi Silver-Pacuilla

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