Teacher Needs and the Technology Learning Curve

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Subject: [NIFL-AALPD:1252] teacher needs & the technology learning curve
From: jataylor (jataylor_at_utk.edu)
Date: Tue Mar 30 2004 - 12:10:30 EST

Hi Beth, Jean, everyone,
I'm glad to see such energetic participation today! :)
Beth, you noted, "the course has been offered three quarters now and each quarter the instructors revised it to more completely meet the needs of the students. there is a waiting list each quarter and instructors who have been in the system for several years are asking to be admitted."

Could you tell us more about some of the needs of your students, and what changes were made based on those needs?

Further, have you or others who have implemented a new teacher orientation found that many of your new teachers to adult basic education and literacy were also teachers who may not have had much experience with technology?

The reason I ask is because Jean noted yesterday the additional challenges of older students and using technology:

""For some older folks, it's taking the ideas and figuring out how to implement them, and the technology takes an extra step because of the learning curve to use it. That may also be an impediment for our teachers. Historically Adult Ed has not been on the leading edge of technology so they may not have the experience with the tools to make it automatic."

Has anyone addressed this unique need of teachers in professional development online or at a distance? If so, what changes did you make to address those needs? If not, what changes can be made?

Thanks!
Jackie

Subject: [NIFL-AALPD:1255] RE: teacher needs & the technology learning curve
From: Beth Wheeler (bwheeler_at_sbctc.ctc.edu)
Date: Tue Mar 30 2004 - 13:12:22 EST

re: new teacher orientation changes.....
first, we found that we totally underestimated the amount of time we predicted students would need to spend on the course. this was very frustrating for participants! the changes - stretching the course from three to four weeks and flexing it to keep some parts open after the course ended to accommodate special circumstances.

second, as this is a pilot project, we asked class participants to complete a pre- and post-test. WOW - what an uproar. prior to opening the course for the third quarter, the instructors rewrote the pre- and post-test instructions to show a link to how abe/esl students might feel when asked to complete the required pre- and post-tests. they also added a discussion board question where participants could share how the experience affected them. rich discussion followed and no one objected to taking the pre- and post-test this quarter.

the discussion board has become integral to the success of the course. both instructors "pop in" to conversations, each with a different area of expertise. the conversations during the winter quarter were wonderful in their depth and sharing.

and yes, we underestimated the technology ability of participants.
some actually dropped out because of technical difficulties.
beth wheeler

Subject:[NIFL-AALPD:1256] RE: teacher needs & the technology learning curve
From: Mingle, Mary E. H. (MMingle_at_lhup.edu)
Date: Tue Mar 30 2004 - 13:27:18 EST

Jackie,

In response to your question:

Further, have you or others who have implemented a new teacher orientation found that many of your new teachers to adult basic education and literacy were also teachers who may not have had much experience with technology?

Two years ago, our organization converted a traditional classroom-based training for new adult education and literacy teachers to an online format. We were cautioned by some that new employees in adult education agencies across the state would have little experience with technology and would not be able to complete the course (our courses are offered using the Blackboard course management system). However, we found the opposite to be true. Many new staff members are coming to adult education with technology skills acquired from other employment, including employment in public schools, business, and industry. The online course was a natural fit for these staffers who are hired throughout the year and need to "hit the ground" running, so to speak. They can take the training while they are being oriented to their new position and do not need to wait for another fiscal year to begin in order to access the new cycle of classroom-based courses.

Mary

Mary Mingle
ABLE Academy

Central IU 10, West Branch Technology Center
110 E. Bald Eagle St.
Lock Haven, PA 17745
(570) 893-4038
mmingle_at_LHUP.edu

Subject: [NIFL-AALPD:1273] Re: teacher needs & the technology learning
From: Jennifer Elmore (jennifer_at_jelmore.com)
Date: Wed Mar 31 2004 - 12:28:04 EST

Hi everyone.
In response to Jackie's question...

"For some older folks, it's taking the ideas and figuring out how to implement them, and the technology takes an extra step because of the learning curve to use it. That may also be an impediment for our teachers. Historically Adult Ed has not been on the leading edge of technology so they may not have the experience with the tools to make it automatic."
Has anyone addressed this unique need of teachers in professional development online or at a distance? If so, what changes did you make to address those needs? If not, what changes can be made?”

When I started facilitating the online PD classes that I'd created for LiteracyLink, it became clear to me that I needed to (quickly!) develop some kind of introduction to online learning, the internet, our particular course system, etc. A number of teachers and administrators signed up for our classes because the *content* interested them, but not all of them had a great deal of experience with technology. Not surprisingly, the folks who were new to technology spent far more time negotiating the delivery mechanism than interacting with the course content. So, I needed to provide another layer of professional development - that is, I needed to make sure that the less experienced folks had, at least, some exposure to and understanding of the course sytem before actually taking a course. I was charged with the very challenging task of creating an online course that explained how to participate in an online course.

The introduction that I developed was more of a guided tour or online instruction manual than an actual "online course." It consisted of a series of flat, non-interactive pages. Participants started on page 1 and proceeded through the "book," page by page (by clicking on tour page numbers). Each page described basic internet concepts and/or explained features and tools contained in the real classes.

Though definitely helpful, the introduction was limited in a couple of ways. First of all, it required folks to have a few baseline technology skills. For instance, in order to access this introduction, participants needed to know how to open a browser window, enter a URL, etc. Participants also needed to know how to use a mouse, scroll, and click on hyperlinks. So, it was a stretch for people who were really brand new to technology.

Because this introduction was not "interactive" (it did not contain hyperlinks, forms, etc. in the body of the pages), participants were only able to *read* about the LiteracyLink PD course system. They were not able to get in there and kick the tires. While I think that written material describing a system or tool can be immensely helpful, I also think that the capacity to "try out" while "reading about" is invaluable. I decided not to provide avenues into the actual course system (in the tour) because I felt that the back-and-forth might confuse users. Still, there's no substitute for "trying it yourself."

Jennifer

Jennifer Elmore, M.S.Ed.
Education Consultant
http://jelmore.com

Subject: [NIFL-AALPD:1277] Re: teacher needs & the technology learning
From: Mingle, Mary E. H. (MMingle_at_lhup.edu)
Date: Wed Mar 31 2004 - 13:28:50 EST

Regarding introductions to online learning, Jennifer wrote:

"While I think that written material describing a system or tool can be immensely helpful, I also think that the capacity to "try out" while "reading about" is invaluable. I decided not to provide avenues into the actual course system (in the tour) because I felt that the back-and-forth might confuse users. Still, there's no substitute for "trying it yourself."

I agree, Jennifer. After conducting a few online course sessions in Pennsylvania, we began to see that, although many learners were comfortable "diving into" the Blackboard course management system we are using, others spent a great deal of their online time figuring out how to access various features. We included step-by-step text instructions within the course, which participants can print and follow as they complete the steps. But we needed something more. We created an Introduction to Blackboard online course that eases learners into the system. If you can "do e-mail", you will feel comfortable in this course. We begin with e-mail communication between the facilitator and individual participants and slowly introduce features of the course management system. Participants can try out each feature as they progress through the course and the facilitator is always available to assist.

Mary Mingle
ABLE Academy

Central Intermediate Unit 10
West Branch Technology Center
110 E. Bald Eagle St.
Lock Haven, PA 17745
mmingle_at_LHUP.edu

Subject: NIFL-AALPD:1303] Re: teacher needs & the technology learning
From: mmeilleur_at_alphaplus.ca
Date: Thu Apr 01 2004 - 11:06:10 EST

Hello,

We have has very similar experiences. We began delivering on-line training over three years ago using the virtual classroom software Centra (www.centra.com). It was very difficult to teach the content of the course when participants were so frustrated by the technology. This was one of the first times that literacy practitioners in Ontario were exposed to such technology.

We took a few steps back and provided basic technology training - done mostly face-to-face. I believe that this was invaluable. After providing this training, I saw a big difference with the comfort levels of the practitioners with the technology.

I also had to "quickly" develop other methods of support. Here are some other strategies that we took to bridge the technology gap:

  • We created accounts for first time users. We sent them their usernames and passwords. This minimized the "tech" preparation that each of the participants had to do. They were then able to concentrate on the content with minimal frustration.
  • Participants were asked to call our help desk (luckily we have a technical help desk!) to ensure that the software worked on their computers prior to the training and for a quick orientation to the tool. I estimate that each call took about 20 minutes - but a good investment.
  • I directly called practitioners to help them with the set-up. Again, very time consuming but worth the time.
  • The step by step instructions were also revised to ensure clarity. They were sent by email to all training participants.

I have seen an increase in the technology skills of our practitioners over the years. They do not require as much support as they did when we started three years ago.

Michelle Meilleur
AlphaPlus Centre
http://alphaplus.ca

Subject: [NIFL-AALPD:1328] Re: teacher needs & the technology
From: Duren Thompson (solveig@utk.edu)
Date: Mon Apr 05 2004 - 08:22:50 EDT

We have had reasonably good success with training folks to use Blackboard without a face-to-face event.

Here's what I think helps:

1)We screen for basic, basic computer literacy:
Learners are told they must have reliable internet access (defined as "not frustrating.") for at least 3 hours a week. They must have an e-mail account. They must have MS Explorer 5.x or higher, and they must have Adobe Acrobat Reader installed. Then they are told - if any of that didn't make sense call us or ask someone to help you. We have walked many learners through Windows Updates, Explorer upgrades, getting a free e-mail account, and installing Adobe over the phone. Lately we haven't had to do this as much. There are more 'experts" to draw on in their own programs! yea!
This does not mean we don't have rank novices. I was SO proud of one of our learners. By the end of the 2nd 6 week course, she had finally learned not to type in all caps. She'd never been on the internet before the class. Many of our folks *get* an e-mail address in order to participate in the course.
2) We customize BlackBoard:
We turned off half the buttons and options in BlackBoard. We chose to use only the Discussion Board, the Assignments, the Surveys, and the chats. Everything else we turned off. Less stuff to learn and confuse them. We also *give* them their user IDs and passwords (and don't insist they change the password - it is so much easier to log in as the student and see the error/problem).
3) We repeat the directions:
We post the directions in the Announcements, in the "Course Information" section, in the Discussion Boards themselves, via e-mail, and in the Assignments. As often as possible, using the same exact words in each location. When we send the initial directions we only give them enough to complete the first assignment - log in, read the assignment, and post to the discussion board. Chat directions and survey directions are each mailed separately.
4) We give them time:
Course always start on Friday - But we we mail out the directions with the user ids and passwords - as well as instructions to complete the very first assignment a week early. This first assignment is ‘’’always’’’ to read the syllabus and schedule and then introduce yourself and say what from the syllabus and schedule you are interested in. This is due on the "first day" of the course (a Friday). This means they had a week to "figure out" how to do the course, wander around in it and/or call us if it is not working. (This also helps us "weed" folks who drop before ever getting into the course.) Then we give them another 10 days to complete the other two assignments for week #1 - even more time to have trouble and call us for support. After that it is 3 assignments per week - due on Mondays.
5) We talk to them often:
We weekly remind them of when assignments are due, when chats are

scheduled, and what is being covered in the course. If students are not "showing up" we e-mail them personally to offer support or assistance. If they still don't post, we call them. A number of "technical problems" are uncovered this way. (I had a virus, I couldn't log on, I don't know how to post, etc.). We are available by phone for tech support and are patient, kind, and supportive (although we occasionally put our heads on the desk after we hang up.)

6) We keep it simple:
Although we long to integrate streaming video, javascript, complex image maps, flash, etc - we don't. We use basic text, basic text formatting, and simple gif/jpeg images. The most complicated thing we ask them to download is a pdf file (and only pdf files - we tried Word files and that created traumas.) We do link to sites that *have* maps, flash, video and sound - but only when we are offering an array/choice of resources to review. That way if it doesn't work for them, they can always go to a simpler site that does. It also makes the tech support on our end easier. Not the best, most well-designed online course material - but the most effective for reaching all of our practitioners.
Anyone who wants a copy of our step-by-step "intro" directions for

BlackBoard is welcome to them. E-mail me directly, or if the response is overwhelming, I'll post them here. I've written a set for TLM too - but I'm still refining those...

Duren Thompson
Center for Literacy Studies

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