computer-based learning in an adult education environment

8/6/2019 Computer-based Learning in an Adult Education Environment

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Computer-based Learning in an Adult Education Environment 1

Computer-based Learning in an Adult Education Environment

Michele Bennett & Kay Miller

University of Colorado Denver

07.31.10


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Abstract

With the demands of todays high-tech job industry, computer literacy is an essential skill that

allows for greater opportunities in higher education and career preparation. Post high school

graduates should be able to proficiently transition into college, online courses, eLearing, and

career-based training applications with expert computer and web navigation abilities. However,

research reveals an increasing and distinct division, commonly known as the Digital Divide,

between those who can readily access computers and computer literacy education and those who

cannot. In order to address this disparity, it is important to continue research that examines

relationships that support or hinder students access to computer literacy and technology skills.

This research paper addresses this issue in the context of a small educational community setting.


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The reality of technology as a common medium through which people, on a global scale,

now learn, work, and socialize is supported by Gail E. Hawisher, in her May 2006 address,

Accessing the Virtual Neighborhoods of Cyberspace,

The World Wide Web is fast becoming a global literacy system, a technology-embedded

environment in which writers distribute words, images, which are, in turn, read and

responded to by those working in schools, businesses, government settings, and the

public sphere.

This report addresses the technology needs of an alternative educational community, called

by the pseudonym Valley Adult Education Center (VALC). For the purpose of designing

instruction, understanding the needs of diverse communities of learners can be successfully

accomplished through a methodical front-end analysis approach. However, not all analytical

strategies can be homogenously applied in every educational environment. Addressing specific

needs of unique educational communities requires a more in-depth and personalized approach.

The research process outlined below follows action research methods prescribed by Ernest

Stringer (2007). With respect to the possible changes that might occur due to the results of this

research, Stringer submits that,

"change is an intended outcome of action research: not the revolutionary changes

envisioned by radical social theorists or political activists, but more subtle

transformations brought about by the development of new programs or modifications to

existing procedures, (Stringer, 2007).

Michele Bennett and Kay Miller are the facilitators researching this issue. Michele Bennett is

a former High School II instructor at VALC. Kay Miller is involved in eLearning and training

adults in a higher education environment.


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Problem Statement

In response to addressing the computer literacy needs of students, many school

districts are now requiring eighth grade students to be assessed for computer literacy

proficiency. State-level educational departments are also addressing the need for teachers

to be adequately knowledgeable about integrating technology into their delivery and

assessment of curriculum.

When technology and computer based instruction is infused into the curriculum,

students become more familiar with computer navigation and applications. Through the

use of computers and increased computer literacy applications, student autonomy and

self-efficacy replaces frustration and disengagement allowing graduates to transition

more easily into higher education and technology related careers. This research paper

focuses on increasing the amount of technology students at VALC access within the

curriculum.

The VALC community is interested in increasing student computer- based

learning by 10%: this would be reflected in a 10% increase of students using the

computer lab. This topic has been previously discussed within the VALC staff meetings;

however, there has not been any recent research done on to what extent is computer based

learning used by the VALC staff and students. Literature reviews included allow for

expert and alternative perspectives on standard or existing practices in computer-based

instruction and the benefits for students.

Purpose and Intended Audience

The purpose of this paper, based upon the stakeholders (staff at VALC) problem

statement, is to evaluate VALCstechnology ecology (e.g. students use of existing


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technology and computer-based instruction, curriculum, audit of existing tools, teacher

perspectives). An extended study has been compiled to provide information concerning

the career opportunities for high school students who are proficient in the use of

computers and computer technology.

The intended audience for this paper is Professor Jennifer VanBerschot, Ph.D.,

student peers of University of Colorado Denvers IT 6720 Masters degree course, and

the staff at Valley Adult Learning Center. This research will also be reviewed by UCD

Information and Learning Technology Masters degree program advisors as an

assessment of the required course.

Research Questions

Focus Research Question

To what extent do the current curriculum, school environment, and staff support the

students use of technology and computer-based learning at Valley Adult Learning Center?

(Revised 7/16). This research question was revised from the initial research proposal: To what

extent is technology and computer- based learning being used by students at the Valley Adult

Learning Center? The revision was made in order to narrow the focus of the question. This

decision was based on the following considerations: the students were not participants in the data

research and access to observations of their computer use was unobtainable.

Extended Research Question

Extended research on this report was included to highlight why this study is of

importance to the community of students and educators. According to research outlined in this

report, students who are computer literate have increased opportunities to succeed in higher


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education and in the job market. This extended research asks the question: Of what importance

is computer literacy to students after they graduate from high school?

Context

The Valley Adult Learning Center is an alternative high school designed to meet the

graduation requirements of adult students. The program includes English as a Second Language

education; according to the VALC website (2010),

The (Valley Adult Learning Center, pseudonym) offers regular ESL classes at six

levels... Beginning students can choose a daytime or evening schedule for group

instruction. Classroom teachers and volunteer aides use an "English immersion"

approach to teach a life skills curriculum targeting listening, speaking, reading, and

writing. Students may also attend a literacy lab for extra, individualized practice.

Students who are gaining proficiency in English language or are proficient in English attend

High School I and High School II. High School I delivers core curriculum that prepares students

for High School II. High School II is where students begin to obtain high school graduation

credits resulting in an official high school diploma. This report is only concerned with the High

School II department and its students.

There are separate classrooms for science, math, language arts, social studies, and a

computer lab fully equipped with thirty updated and online computers. Each classroom has an

instructor who specializes in a core area.

Each student has access to the VALC high school four days a week, eight hours each day.

The school is open from August through July and students can attend at any time.


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The VALC High School II student demographic includes a wide variety of ages,

ethnicities, and educational backgrounds. One of the few requirements is that the student must be

sixteen years or older. This alternative setting is also used to help local high-school students

recover credits that have not been completed, in order to graduate.

The VALC instructors are experts in cross-curriculum facilitation. They range in age

from mid-thirties to one instructor that is eighty-four years old. The staff is also supported by

many volunteers who assist students with their learning.

Approximately 80% of the student learning is done independently using texts and unit

packets. After the completion of each unit, a student is assessed and then moves on to the next

level of the unit. Instructors are on hand to provide one-on-one facilitation of subject matter.

Some instructors create and implement group classes that can be taken at specific times during

the week. This accounts for approximately 20% of the instruction.

The VALC is not fully funded by the school district and relies on grants to supplement its

curriculum and student support. Our report is the base-line for possible further study and

direction to be taken on choosing computer-based programs in this unique environment.

Literature Review

According to a recent report, Information, media, and technology skills themselves are

one set of 21st

century skills, including critical thinking and problem solving; communication

and collaboration; creativity and innovation (Grunwald Associates, LLC, 2010). These skills are

highly important to students graduating from high school and entering the job market or higher

education. Our central research question,To what extent do the current curriculum, school

environment, and staff support the students use of technology and computer-based learning at


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Valley Adult Learning Center? requires an evaluation of sources that address what is currently

in place in other adult and eLearning environments.

Literature Search Questions

A literature search was conducted to support the findings related to the central research

question. The primary questions researched in the literature are:

1. Are adult high school graduates better off when they are computer literate? If so, in whatways? Additional related questions that were asked are:

What role does computer proficiency play in socio-economic status?

In what ways does the introduction of computer literacy to adult education courses

affect learner's efficacy in the classroom, job market or community?

What are some of the benefits to students who use technology in the classroom?2. What role does the instructors attitude and comfort level play in student access to

computer-based learning and instructional?

Additional related questions that were asked are:

What are the characteristics of teachers who do and do not use technology in theclassroom?

What are some reasons teachers do not use technology in the classroom? To what extent does an instructors understanding of his/her own use of technology

benefit the students educational experience?

3. What role does curriculum play in a students exposure to technology and computer basedinstruction?

VALC students may be better served with improved computer access and training. If that

is so, then ensuring that improvement will require understanding the causes and effects of the


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Digital Divide, as well as an understanding of many different ways of integrating computer-

based instruction. The questions asked in the literature review are important because the answers

may lead to a better understanding of the context of the central research question.

Literature Search Procedures

The literature search selection incorporated well known instructional technology web

sites and journals. The sources are as follows:Educational World, eSchool News, Center for

Applied Research in Technology (CARET), Technical Horizons in Education (THE) Journal,

The Walden University Website, The Colorado Department of Education, Education Resources

Information Center (ERIC) Clearinghouse, and Google Scholar

1

.

The key words used to find articles were:Adult+learning+technology+computer,

Teaching+adults+technology+computer,Instruction+adults+computer,Digital

divide+adult+learning , andJobs+adults+learning+computers . These searches yielded dozens

of articles and books that seemed relevant to the research questions. Interestingly, but perhaps

not surprisingly, one of the highest yielding keyword searches contained the phrase Digital

Divide. The Digital Divide is not directly addressed in this report, but it is an important to the

context of the study. As the findings below will demonstrate, the Digital Divide goes far beyond

technology haves and have nots or wills and will nots to affect adult learning in cultural,

social and economic ways. Incorporating new technology into an adult learning environment

requires a supportive social network and sensitivity to individuals culture and experience with

the technology.

Literature Review Findings

1Google Scholar was used on a computer that has access to the University of Colorado Denver library system,

including the Auraria Library and the Health Sciences Library. Articles accessed through Google Scholar werefound in peer-reviewed journals currently held by the University of Colorado Denver.


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The key finding revealed in the literature review was that among adult learners, the social

ecology, including trust and confidence among students and between students and teachers, is an

essential factor in introducing computer-based instruction successfully. Resistance to computer-

based instruction can be complex, and it is not automatically clear to students or teachers that

adopting computer-based instruction is beneficial or even reasonable. Further, there were some

surprises in the information found regarding the use and non-use of technology among teachers.

Specifically, that the divisions among teachers who use technology in the classroom (or not) do

not fall along stereotypical demographic lines.

The common thread that unites the findings in the literature is the importance of

relationships. The four most important relationships identified in the literature are between

teachers and students, teachers and technology, curriculum and technology, and students and technology.Accordingly, the literature review has been organized into four corresponding categories:

Teachers and Students, Teachers and Technology, Curriculum and Technology, and Students

Technology. The findings in all four of these categories intertwine, blurring the distinctions

among them.

Teachers and Students

According to Webb (2006), proficiency with Information and Communication

Technology (ICT) involves more than a set of skills. The social context can determine the

success of ICT in a community.


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If computers are not readily accepted by students, teachers and administrators within the

community, the possible benefits of school technology use may be limited. A lack of trust results

in resistance from the community. In an adult learning community in South Africa, for example,

a sufficiently accepting and supporting social ecology was required to make a technology

curriculum a success, meaning, in part, that a personal relationship that goes beyond instructional

content was needed between students and teachers (Henning and Van der Westhuizen, 2004).

Because VALC instructors are typically very involved in one-on-one instruction and are often

closely involved in the students' lives outside of academia, a trusting student-teacher relationship

is already in place. This puts VALC in an excellent position for future technological

development.

Teachers and Technology

The role of the instructor in the 21st century classroom is important to the integration of

technology and computer-based learning into the classroom ecology (Nagel, 2010). The

instructors competency in facilitating computer-based learning benefits students ability to learn

21st century skills (Nagel, 2010). Among these 21st century skills are: accountability,

collaboration, communication, creativity, critical thinking, ethics, global awareness, innovation,

leadership, problem solving, productivity, and self-direction (Grunwald and Associates, LLC,

2010). An instructor who is knowledgeable and proficient in the use of technology models for

students the acceptance of technology and its use outside the classroom (eSchool News Staff,

2008). Both teachers and administrators who support technology use in the classroom believe

that it engages students who have different interests and learning styles. English language

learners, special needs, and gifted and talented students are favorably served by computer-based

learning (Grunwald and Associates, LLC, 2010).


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According to Nagel (2010), the characteristics of teachers that do and do not support

computer-based learning in the classroom are not defined by stereotypes concerning age and

prowess. New and experienced teachers alike use technology and computer-based learning in

their classrooms at different levels of saturation. Although younger and more recently certified

teachers are often prepared to use technology, they may use technology more often in their social

lives, and not necessarily in the classroom (Grunwald and Associates, LLC, 2010), (Nagel,

2010). Many teachers believe that older teachers are less likely to feel comfortable around

technology than younger teachers. However, research indicates that ...veteran teachers are just

as likely as newer teachers use technology to support learning, (Grunwald and Associates, LLC,

2010). Technology proficiency..., compatibility of teaching style, content, and the software and

hardware ... (as well as) social awareness of the school culture and organization are three factors

that play a more significant part in the teachers use of technology in curriculum development

and delivery than age (Zhao, et al 2001).

The literature suggests that instructor opposition to the use of technology in the

classroom may be due to: the fear that students may become distracted from instructional

content, the perception that technology devices are unnecessary for instruction, (Grunwald and

Associates, LLC, 2010), and the perception that technology cannot be applied to all content areas

(Ginsburg, 1998). At least 84% of teachers believe that computers and access to the Internet

improve the quality of education, but two-thirds report that the Internet is not well integrated into

their classes, (Freeman, et al., 2002) Teachers also remark that it may be difficult for learners

whose literacy and numeracy skill are limited... to use technology in a constructive way

(Ginsburg, 1998).


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The pragmatic integration of technology and computer-based learning ...requires that

those charged with the task be aware of alternatives and feel comfortable exploring and

experimenting to arrive at a workable implementation (Ginsburg, 1998). This is an area that the

VALC staff and administration may want to explore in the future.

Curriculum and Technology

As stated above in Teachers and Technology, some teachers feel that technology does not

apply to the content they are teaching. However, in order to prepare for higher education and the

work force, students need to develop computer literacy. If a curriculum were to include a

technology course, components of such a curriculum (should) include keyboarding skills,

database manipulation, spreadsheet use, word processing, desktop and Internet publishing, and

Internet search skills, (Ginsburg, 1998). These skills could be taught in an individual class

setting or applied and integrated within core content lessons and instruction.

Ginsburg (1998) further states that, Depending on the technology integration approach

chosen, the particular skills needed in a particular classroom may vary, but to maximize learners

ability to interact with and benefit from technology beyond the classroom, provision of a full

complement of technology experiences may be desirable. Incorporating computer-based

learning into all aspects of the curriculum could be one way to maximize students use of

technology. Applying the tools learned in a technology course to other lessons and assessments

could allow for hands-on and relevant use of technology.

Furthermore, the way in which a teacher develops curriculum to include computer-based

learning influences, and is influenced by, the teachers relationship to the students and to the

technology. According to Webb (2006), if instructors regarded computer-based learning as an

adjunct to traditional classroom-based teaching, adult learners did not develop as much


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independence as adults who enjoyed greater integration of web-based instruction and more

support from their instructors.

Finally, because all community members, including teachers and students, come to

computer-based instruction with different experiences, individualization of learning is an

important factor in eLearning's success. One advantage of computer-based instruction is that it

allows teachers to individualize instruction (Ginsburg, et al., 2000). However, the instructor's

comfort level with incorporating computers into the existing curriculum will have a drastic

impact on this capability.

Students and Technology

Although the focus of this paper is on adult learners, research on outcomes in traditional

schools may offer insight into possibilities for adult learners. Some key factors that have been

identified to as influential for students' experience of computers in school are:

availability, teacher experience, teacher philosophy and objectives for computer use, teacher collaboration and leadership, teacher judgment of student ability, and the school's socio-economic status (Becker, 2000).Many adult learners have background beyond that of traditional high school students.

Ginsburg, et al. (2000) suggest that integration of computers into an adult learning curriculum

may help students break through psychological barriers to academic success, especially when

students are discouraged by their educational background, as many students at VALC may be.

Those who dropped out of school often come to adult education with a


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history of frustrating and negative educational experiences, with expectations of

failure and fears that structured adult learning will mean more of the same...In

one of the most dramatic pedagogical changes of the past decade; teachers can

now use technology to create classroom experiences that more readily reflect

present-day realities. Learners can develop the literacy, numeracy, problem

solving, and technology skills that are actually used in everyday life. For many

this kind of instruction is empowering rather than frustrating, engaging rather

than boring, and more obviously useful, especially in terms of job outcomes

(Ginsburg, et al., 2000).

It is not immediately apparent to all adult learners that acquiring computer literacy is

beneficial to their lives or their career opportunities. Respondents in a study of a predominantly

Hispanic community did not view computer literacy as a means to an economically, socially or

informationally (sic) enriched future (Stanley, 2003). Also significant is the reality that many

students who lack experience with computers feel embarrassed by their lack of experience and

find the technology intimidating (Stanley, 2003). Community centers devoted to technology and

adult learning in another study had to be relevant to and valued by the community in order to

establish trust and confidence among potential participants (Webb, 2006).

The cultural context in which the students live affects their reception of eLearning. In

order to engage with computer-based instruction, students need to feel at home with the

technology and its signs and symbols. In other words, it's important that the more vulnerable

learning populations do not see the virtual learning environment as a 'scary' place where the

'powerful rule' (Henning and Van der Westhuisen, 2003).

Quality of Literature


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The sources used in the literature review are current and accurately reflect the

experiences of the research facilitators and their colleagues in education. Many of the articles are

peer reviewed and published in respected education journals.

The Webb article was published in the British Educational Research Journal, which

requires editorial screening and refereeing by a minimum of two anonymous peers (Taylor &

Francis Group, 2010). Webbs research involved interviews of a small population sample (a total

of 24 respondents) and 60 hours of observation.

The Becker article was published in The Future of Children, a publication of The

Brookings Institution and the Woodrow Wilson School of Public and International Affairs at

Princeton University. The Future of Children is a free journal written in vernacular style and is

reviewed by a multidisciplinary editorial team (Princeton University, 2010). The main problem

with the articles content is its age. Data cited in the article regarding computer ownership and

factors such as income level and race are questionable because the data are more than ten years

old. The same problem is found in Ginsburg, et al.. Ginsburg, et al. cite demographic data from

the same source used by Becker, although in a bit more detail.

The Henning and Van der Westhuizen article is published in Computers & Education, a

double-blind, peer reviewed journal. Referees are chosen for their expertise in the subject matter

(Elsevier, 2010). The population sample observed for Henning and Van der Westhuizens

research consisted of only six adult learners, which may not be sufficient to allow for broad

generalizations about the population as a whole.

Stanley (2002), by contrast, uses a larger population sample (100 adults) and employs a

seemingly thorough eight-month qualitative and comparative study (Stanley, 2002).


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Other articles were drawn fromEducation World, eSchool News, The Center for Applied

Research in Education (CARET), and THE Journal.Education Worldis a subsidiary of

EDmin.com, a provider of learning management solutions which has won awards from MSN

Communities, Apple, and Microsoft. eSchool News is part of eSchool Media, Inc., a publisher

specializing in technology for education and related fields. CARET reviews articles through a

comprehensive and stringent review process. Details of the process can be viewed at

http://caret.iste.com. THE Journal is not peer reviewed or supported by any specific practitioner,

however, the reviewed article was found to be aligned with other teaching professionals

opinions and best practices in instructional design.

Gap in Literature

After reviewing the literature, many questions remain. Because technology and its place

in modern society changes rapidly, it is understandable that details about computer literacy and

learner efficacy would be difficult to report accurately. Deficiencies in information concerning

best practices for computer-based learning are even more so in the context of adult education

environments. These gaps offer opportunities for research in the following areas of interest to the

topic of this paper:

1. How aware are teachers of the specific benefits to students who are proficient inthe use of computers? For example: What additional challenges exist for students

transitioning into higher education and/or jobs, who are not proficient computer

and technology navigators?

2. What incentives work best in motivating teachers to become more computerliterate or encouraging teachers to incorporate technology into their instruction?

3. How often and how successfully are text book supplemental online resources used


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by teachers and students?

4. How does computer literacy affect learners efficacy in the classroom, job marketor community?

The data collected in the VALC teacher surveys attempt to address these gaps in the

literature.

Methodology

The main question that this research seeks to answer is: To what extent do the current

curriculum, school environment, and staff support the students use of technology and computer-

based learning at Valley Adult Learning Center (VALC)? To answer this question, two surveys

were sent out to teachers at VALC. For background information on the importance of computers

for modern life for increasing career opportunities for high school graduates, data from the job

search website Monster.com were examined.

Higher education is requiring more online classes in order to meet the demands of

distance learners, full-time workers, and students who are unable to register for the specific class

schedule. Many institutions are requiring that online classes become a standard method of course

delivery. Adjusting to computer-based instruction requires an understanding of independent

learning values such as organization of materials, time management, communication skills, and

computer navigation. Because of this, we felt it was important to consider how much of VALC

curriculum included or encouraged students use of computer-based learning.

In order to answer the main research question, a closer evaluation of the characteristics of

the teachers and their perceptions of technology use in instruction was required to identify a

base-line or possibilities. Additional research was used to support the implications and the basis

of this report.


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Rationale

This topic is important because computer literacy is believed to be vital for success in

secondary education and beyond, whether one pursues higher education or a career after high

school graduation. One reason students come to VALC is to get educational credits that will

qualify them for a CDE approved high school diploma, increasing their chances of having more

life opportunities.

Research Methods

In order to answer the main research question, two methods were used:

1.

Two surveys were sent to six teachers at VALC. Surveys #1 and #2 were designed to

capture the more intimate details of teachers perspectives of their personal experiences

with technology, perceptions of students use of technology, and the technology

environment in which they teach. Survey #1 specifically addresses the relationship

between teachers and technology. Survey #2 addresses both relationships between

student and teacherand technology and curriculum.

2. A job search on Monster.com was used to collect data on the expectations regardingcomputer literacy for high school graduates, as well as income levels for successful job

applications who meet the qualifications.

Surveys

Survey participants included six teachers representing math, science, Language Arts,

literacy, computer technology, and social studies. Two surveys were submitted to VALC

teachers. The first inquired of their familiarity and proficiency with computer technology, both

for personal and educational use. The second inquired of their awareness of their students'

knowledge of computers, and the need for expanded computer education at VALC. Computer


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and technology skills are defined in Survey #1. The full content of both Survey #1 and Survey

#2, along with the consent form, is available in Appendices B and C.

Information Gathering Techniques

The following techniques were used to gather data for our research:

ObservationsCasual observations of teachers and student classroom interaction. SurveysTwo surveys answered by High School II teachers DocumentationA review of classroom text books. Online ReviewOnline review of information regarding extended research question.

Artifacts - Computer Lab Information and Course Outlines

Survey #1 (Appendix B) was designed for the purpose of assessing the individual

teachers understanding and level of technology usage and prowess. A total of 23 questions

about the basic uses of their computer, computer applications, and online services and

applications (such as Web 2.0 and social networking) were assessed by each teacher, with the

following values:

I know how to use I use at least once a week I could teach this to someone Not applicable

Each participant was instructed to place an X in the box that most applied to them.

Participants were also encouraged to add any additional information to the survey they felt was

pertinent. Out of the six surveys that were passed out, five surveys were returned.

Twenty-three questions were organized into three categories of computer literacy and

prowess:


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1. Basic computer programs that come with most computers (7 questions),

2. Moderate common online usage such as banking, search engines, and reading news,

etc. (8 questions)

3. Proficient extended knowledge of online and computer programs such as the use of

social networking, webinars, online classes, Adobe Suites, etc. (8 questions).

Extended Data Research

Job data were collected to give the researchers and readers a better sense of the context

and importance of the research. The job search involved a cursory examination of 30 jobs that

were posted on July 15, 2010 on Monster.com in the region around Denver, Colorado. The data

collected in this search were intended to answer the questions

What percentage of jobs posted on Monster.com in a 24 hour period specifically listcomputer skills as a requirement? (Computer skills are defined as the skills listed in

Survey #1 (Appendix B) or any specific software or system skills required for the job

listed.)

What is the range, median, and average of salaries offered for jobs that require computerskills? How do these data compare to the data for all jobs?

What percentage of jobs that specifically list a secondary or higher diploma also listcomputer skills as a requirement?

Of the 64 jobs posted on Monster.com on July 15, 2010, 30 jobs were selected at random.

Data for the 30 jobs were organized into three categories: Computer skills required (y/n), Salary

offered, and Secondary/post secondary diploma or degree required (y/n). The salaries were

calculated by range, mean and median.

Schedule


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Table 1Schedule of Data Collection and Analysis

Task Start Date Completion DateData Collection (surveys) 06/21/2010 07/08/2010

Data Collection (career search) 07/10/2010 07/15/2010Data Analysis 07/09/2010 07/19/2010

Rigor and Limitations

Consent was obtained from the participants, and hard copies of the surveys were

submitted to the teachers through a proxy, a current VALC employee, who did not view the

surveys.

The surveys were made anonymous due to administrative restrictions. The researchers

did not know the identities of the respondents. Because of this, the researchers were unable to

follow up directly to the survey responses. In order to be sure that the respondents' voices were

heard clearly, participants were encouraged to express themselves freely and to elaborate on their

responses. The anonymity of the surveys may have helped in this instance because the teachers

were at liberty to express themselves without the fear that their job would be affected.

Furthermore, data from VALC students and administration are absent. During the

summer, few students are available for participation. VALC administration declined to

participate and is hesitant to allow questioning of students for purposes of research.

The 30 jobs reviewed were selected at random to eliminate bias. For the job market data

to be truly representative of current conditions, however, the research should have included more

jobs reviewed over a longer period of time (perhaps a week or a month).

Ethical Issues and Procedures

Before taking the survey, participants were given a consent from which was signed by the

participants and both of the research facilitators. A copy of the consent form is in Appendix A.


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Identifying information about the survey participants, including the consent form, has been kept

private and will be destroyed after the research is complete.

Research Outcomes and Findings

Teachers and Students

Questions 1, 2, 5, and 6 of Survey #2 addressed the relationship between students and

teachers as it relates to technology. Review of the literature indicates that a supportive and

trusting relationship between the teacher and the students is essential for successful integration of

technology in the classroom (Henning and Van der Westhuisen, 2003). VALC teachers often

work one-on-one with students, fostering closeness and trust that makes VALC an excellent

candidate for the integration of computers across the curriculum, though the literature makes

clear that one-on-one instruction is not the only structure that builds such trust between teachers

and students (Henning and Van der Westhuisen, 2003).

Results.

Observations show that teachers work one-on-one with students most of the time. The

only language that is supposed to be spoken in the high school rooms is Englishother

languages are discouraged due to the English immersion language acquisition strategy. Teachers

also serve as councilors by some students who have family, work, and socially related issues.

Teachers and students have more intimate relationships in this setting than in mainstream

educational venues.

The responses to Question 1 of Survey #2 demonstrate the teachers' awareness of the

students' individuality, courage, dedication, perseverance and struggle. Each teacher expressed

admiration and respect for the students, many of whom have overcome great obstacles (such as

poverty, war, family and work obligations, and discouraging past academic performance) to


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study at VALC. The trust that VALC instructors foster with their students enables the students to

open up to the teachers and share difficult personal stories. That trust could also be used to help

students, even resistant students, adapt to the use of new technology.

One advantage of computers in the curriculum is the ability of computers to provide

individualized instruction. Students at VALC are already accustomed to individualized

instruction and attention, and the teachers who responded to Survey #2 have expressed acute

awareness of the students' individuality. One teacher wrote:

My community of students is not a class. They are individuals who attend

school when they are not doing the adult functions of work, child care, looking for

work, taking children to dr. (sic), going to therapy, parole officers, etc. Thus, each

student works on his/her own schedule (or lack of it). Many have not an adequate

grasp of the English language. One exception to this is the (usually) younger

student who has dropped out of school and has not yet understood that a diploma

is an essential to success in the adult world. These students can be unmotivated,

learning disabled, emotionally disturbed or drug dependent, members of

dysfunctional family systems, ill (or have a vital family member who is ill or

deceased) or who have moved too many times to establish school attendance and

success. The easiest way to describe my students is to say that each is unique and

has unique needs and talents. They cannot be boxed in a survey.

The same respondent also answered in Survey #2 Question 7 that the respondent would

welcome the use of an online course in Life, Earth and Physical Science to allow students to

spend some time getting familiar with computers in their own way. Similar responses from


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other teachers indicate that the teachers are considering how computers could be adapted to

individualized instruction.

Teachers and Technology

Survey #1 was designed for the purpose of assessing the individual teachers

understanding and level of technology usage and prowess. A total of 23 questions about the basic

uses of their computer, computer applications, and online services and applications (such as Web

2.0 and social networking) were assessed by each teacher, with the following values:

I know how to use

I use at least once a week

I could teach this to someone Not applicable

Each participant was instructed to place an X in the box that most applied to them. They were

also encouraged to add any additional information to the survey they felt was pertinent. Out of

the six surveys that were passed out, five surveys were returned.

Three categories of computer and literacy prowess were designed into the 23 questions:

1. Basic computer programs that come with every computer (7 questions),

2. Moderate common on-line usage such as banking, search engines, and reading news, and etc.

(8 questions),

3. Proficient extended knowledge of online and computer programs such as the use of social

networking, webinars, online classes, Adobe Suites, and etc. (8 questions).

In the context of the three categories, Basic, Moderate, and Proficient Extended, the following

was observed (the letters i,v,o,z,r are used to represent participants):

Table 2aBasic Computer Literacy and Prowess Among VALC Instructors


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Basic

Computer Application I know how touse

I use at leastonce a week

I could teachthis application

to someone

NotApplicable

Email - v i o z r -

Microsoft Word - - i o z r vPower Point - - o r i v zDictionary/Thesaurus v i o r zCalculator v i o r zExcel /Spread Sheets - i o z r vCalendar/Scheduling

Applicationsr i o v z

Totals 3 5 18 9

Table 2bModerate Computer Literacy and Prowess Among VALC Instructors

Moderate

Computer Application I know how to

use

I use at least

once a week

I could teach this

application tosomeone

Not

Applicable

OnlineBanking/Accounting

- i o z v r

Online Shopping z i o r vSocial Networking i.e.Face Book, Plaxo, My

Space, etc.

i - o v z r

Gaming - - o i v z rOnline Newspapers ,News Casts, Journals

or Weekly Magazines

r i v o z -

Instant Messaging i - o r v zUse a variety of

Internet Search

Engines

v r - i o z -

Photography i o r - - v zTotals 9 4 13 14

Table 2cExtended Computer Literacy Among VALC Instructors

Proficient Extended

Computer Application I know how to

use

I use at least

once a week

I could teach this

application to

someone

Not

Applicable

Adobe Suites or Other i r - o v z


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Even though four out of the six teachers were hesitant about taking this survey, most

teachers were very eager to know the results. Understanding and comparing the levels of

prowess within the community might be of some interest to the participants.

Answers to the questions used to assess knowledge of different applications, desire for

learning more about computer programs, and knowledge of benefits of computer prowess related

to job opportunities revealed overall positive responses. In Question 4 of Survey #1, the

participants were asked to share what types of computer applications would be fun to learn.

Their answers revealed that Photo Shop, video editing, networking and using Skype were of

interest to them. This information also shows that the teachers are aware of extended recreational

computer applications. When asked, in Questions 5 and 6, about the benefits of computers in

their lives, the ability to publish, network , communicate, and generate data were at the top of the

list.

Curriculum and Technology

Through observations, casual conversations, a review of the learning materials, and

questions 3, 4, 7, and 8 on Survey #2 (See Appendix B), an overall assessment of VALCs

curriculum support of technology was compiled.

A majority of the learning materials were designed for independent learning. Most

courses use text books dating 1998 and earlier, with the exception of the Algebra and Geometry

texts (published in 2009). This most recent math text addition incorporated extended online

resources such as home-work videos, lesson quizzes, interactive math, and online tutors.

However, the teacher did not utilize these computer-based learning resources. Other math text

books were published in 2000 or earlier and did not have any extended online resources. In one


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of the math books, a section on learning to use a graphing calculator was included to support the

subject matter.

In place, but no longer in use, was a computer-based online math program. Through and

examination of Survey #2 and conversations, we found all the teachers felt that this particular

software was outdated and useless. One participant described the program is as ...pretty

boring...confusing for second language learners, ...doesnt work well for student who basically

come here to have work checked and do tests. No possibility of an upgrade was mentioned.

An audit of the technology available, in the classrooms and throughout the school, for

students and teachers, resulted in the following:

Laptop Computers Two to three desktop computers in each room Printers Scanner Some educational and support software A Computer Lab with at least 20 computers equipped with Microsoft Office 03, XP Pro,

Adobe CS4, Microtype, basic PC applications (Excel, PowerPoint, Word, etc.) as well as

Internet access.

Video capabilities Digital graphing calculators One digital camera Overhead projectors

Although the list seems sufficient for technology to be used within all aspects of the

curriculum, the teachers report that the majority of students use technology for only for online


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research and writing papers. Not all of the teachers surveyed are aware of what technology tools

are available.

The teachers also commented on other ways they would like to fuse technology into the

curriculum. Ideas such as a larger computer per student ratio (not just in the computer lab),

ability to network with others around the world, more internet-based educational software that

they (students) could access from home, software for special needs students, mounted projectors,

Flipcams, computer-based instruction that would allow for self-paced advancement and extended

learning, and DVD courses were suggested.

The VALC curriculum requires every student to complete one credit of technology for

graduation purposes. The course outline (See Appendix D) offers the following:

Keyboarding credit

Word Processing Software credit

Spreadsheet Software credit

Presentation Software credit

Intro to Computers (Textbook)

Intro to Adobe Creative Suites (Graphic Design)

The text books used for independent learning include an illustrated series of Microsoft

Office PowerPoint 2003, Computer Concepts 6th Edition (2007), Microsoft Office Excel 2003,

and Microsoft Word 2003. These texts are very comprehensive and suitable for high-school and

higher education classes. There are clearly defined objectives, pictures, and a glossary of terms

in each of the four texts.

Results.


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Data gathered for the Curriculum and Technology portion of this report acknowledge

several factors that could affect a VALCs students ability to gain access to computer-based

learning. There seems to be an adequate number of technology tools available for the students to

use. Because of the nature of the students independent schedules, computers and technology can

be accessed at various times during the day. It is not evident from the data collected that teachers

are aware of how to integrate the technology available to them into the curriculum.

Students and Technology

Neither of the surveys directly addressed the relationship between students and

technology. Students were not included in the data collection due to reasons described inRigor

and Limitations. Thus any data on the students' experience of technology in their personal and

academic lives is drawn indirectly from the teachers' and researchers' observations and the career

search on Monster.com.

There are approximately 20 computers for student use in the computer lab and a

computer lab instructor present most of the time. The computer lab is usually less than half full.

No data were taken on what purposes the students use the lab computers.

Results.

The career search on Monster.com shows that 19 out of 30 (63%) of the jobs examined

specifically mention computer skills as a requirement for consideration and 18 out of 30 (60%)

of the jobs surveyed required successful completion of high school or beyond as a requirement

for consideration. Furthermore, 13 out of the 19 jobs requiring a high school education or higher

(68%) mention some computer skills as a requirement for consideration. Only eight of the jobs

reviewed listed salary expectations; six of the eight required computer skills.

Computer-related jobs.


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The salaries offered for the technology-related jobs range from $360/week at the low end

to $110,000/year at the high end. The median salary is $50,000 and the average is $61,750.

All jobs.

The salaries offered for all jobs range from $360/week at the low end to $110,000/year at

the high end. The median salary is $55,000 and the average is $55,000.

The data from Monster.com are not conclusive, and may not accurately reflect current

realities of the job market regarding salaries or requirements for education and computer literacy

(seeRigor and Limitations), however, it is interesting to note that the majority of jobs viewed

required computer skills for consideration. Other jobs viewed may in fact require computer

skills, but only those that specifically mention computer skills were listed as such in the data

collection. No assumptions were made about jobs that did not specify computer skills.

Teachers at VALC are aware of the need for computer literacy for success in today's

competitive job market. Responses to Questions 5 and 6 of Survey #2 discuss the teachers'

awareness of students' skill with computers and need for those skills.

Responses to Question 5 of Survey #2 indicate that VALC students vary greatly when it

comes to computer literacy. Four of the six respondents discussed this disparity briefly. One

respondent states that computer literacy varies greatly (among students)... a real spectrum of

extremesfrom students who have had almost no experience to those who are quite proficient.

Another respondent says that younger students from traditional schools are competent in Word,

Exel (sic), and PowerPoint. Students over 30 generally lack these competencies.

VALC teachers seem to be well aware of the importance of computer skills for success at

work and post-secondary education. Responses to Question 6 of Survey #2 state across the board

that computer literacy is critical or vital to success after high school, whether one goes on to


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college or a career. These responses come regardless of the teachers' own ability to accommodate

the need for increased computer education. This topic will be explored in greater depth in the

next section.

Implications for Practice

Implications for possible action resulting in this research include:

Assist with grant applications Audit software and existing computer instruction that is outdated or not in use Inform staff and administration when making requests for new texts or changes in

curriculum

Further inform all teachers of technology resources within the school Encourage students to become proficient at computer literacy for the purpose of

increasing future opportunities

Possible Future Research

This paper focuses largely on the perceptions of teachers regarding computer prowess,

student needs and possibilities for increased computer-based instruction throughout the

curriculum. In order to formulate a more complete response to the main research question, To

what extent do the current curriculum, school environment, and staff support the students use of

technology and computer-based learning at Valley Adult Learning Center (VALC)? a potential

area for future research might include:

1. Gathering data on the number of students using the computer lab for learningand what topics they are addressing.

2. An investigation of eLearing programs for English Language Learners at alllevels.


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3. Investigation of possible incentives for teachers that might increase theirability and desire to implement computer-based instruction in their classrooms

(e.g. time, training, money).

4. A survey of students perceptions of computer-based instruction.5. Seminar for staff on how to increase technology use within this specific

environment.

Conclusion

Outcome

Information gathered in this report reveals that the technology ecology is symbiotic with

teachers perceptions about technology in the classroom. Creating a classroom environment that

embraces technology starts by building trust within the community involved. Although best

practices for computer-based instruction and computer literacy are still evolving, certain skills

have been identified as significant factors for student success.

Literature and Data Comparison

While the literature addressed a number of factors involved in computer-based

instruction, the data collection focused on teachers perceptions. With respect to teachers

perceptions and the student-teacher relationship, our findings compare favorably to the literature.

A recent Walden University report (Grunwald Associates, LLC, 2010) states that teachers

who support technology in the curriculum do so because of a belief that it will engage students of

varying interests and learning styles. Other studies have yielded similar results (Ginsburg, et al.,

2000). Likewise, VALC teachers surveyed have identified the ability of computers to

individualize instruction and support their use. The one-on-one instruction model at VALC could

be the basis for a firm foundation for further integration of computer-based instruction.


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In other studies, teachers age and prowess did not determine support for computer-based

learning (Nagel, 2010). This is no less true at VALC. Although identities of survey participants

were concealed from the facilitators, casual conversations with VALC teachers revealed that

teachers representing a range of ages and skill levels support the increased use of technology in

the curriculum. The majority of VALC teachers are between the ages of 55 and 84, with a

smaller group of teachers under the age of 45. The eldest member of the VALC group is

proactive in incorporating technology and computer-based learning into the classroom. He

continually researches resources that would benefit and support his students learning.

Additionally, the literature suggests that there is variety of obstacles and attitudes that

influence classroom use of computers. Eight obstacles identified by Muilenburga and Bergeb

(2005) are

administrative issues, social interactions, academic skills, technical skills, learner motivation, time and support for studies, cost and access to the Internet, and technical problems.

All eight of these obstacles apply in the context of the VALC community, along with an

additional obstacle: classroom structure. Because the students come and go on their own

schedule, facilitating lesson plans is not applicable.


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Limitations

Some limitations to possible actions taken are: student accessibility, time constraints,

funding and resources, lack of training, and lack of interest. The research described in this paper

is intended to be a starting point for addressing these limitations, and working toward

overcoming them.

Summary

Understanding the relationships among the various actors in an adult learning

environment is essential to a successful integration of computer-based learning into an existing

curriculum. This paper has focused on four main relationships: the relationship between teachers

and students, the relationship between teachers and technology, the relationship between

curriculum and technology, and the relationship between students and technology. These

relationships are essential to the purpose of this research because integration of computer-based

learning requires foresight. The community members must themselves ask how they will manage

to sustain technological advancement once it has been introduced. How will technologyfit in to

the existing community structure?


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References

Becker, H. J. (2000). Who's Wired and Who's Not: Children's Access to and Use of ComputerTechnology. Future of Children, 10(2), 44-75.

Colorado Department of Education. (2008). Brighton Charter School Technology Standards.Retrieved July 2, 2010 from Colorado Department of Education website:http://www.cde.state.co.us/cdechart/guidebook/adm/pdf/BrightonCSTechnologyStandars.pdf

Cradler, J., Freeman, M., Cradler, R. & McNabb, M. (2002, September). Research Implicationsfor Preparing Teachers to Use Technology.Learning & Leading with Technology, 30(1).Retrieved from http://caret.iste.org/caretadmin/news_documents/ProfDev.pdf

Elsevier. (2010). Computers & Education: Peer Review Policy on Computers & Education .Retrieved July 5, 2010 from Elsevier website:

http://www.elsevier.com/wps/find/journaldescription.cws_home/347/preface1.

eSchool News Staff. (2008, July). ISTE Unveils New Tech Standards for Teachers. eSchoolNews. Retrieved from http://www.eschoolnews.com/2008/07/01/iste-unveils-new-tech-standards-for-teachers/

Ginsburg, L. (1998). Integrating Technology into Adult Learning. In C. Hopey (Series Ed.),Technology, Basic Skills, and Adult Education: No. 372.Getting Ready and Moving

Forward, Information Series (pp. 37-45). Columbus, OH: ERIC Clearinghouse on Adult,Career, and Vocational Education, Center on Education and Training for Employment,College of Education, The Ohio State University.

Ginsburg, L., Sabatini, J., & Wagner, D. A. (2000). Basic Skills in Adult Education and theDigital Divide. In OECD (Ed.), Schools for Tomorrow: Learning to Bridge the DigitalDivide. Retrieved from http://www.oecd.org/dataoecd/24/12/41284692.pdf

Grunwald Associates, LLC. (June, 2010).Educators, Technology and 21st Century Skills:Dispelling Five Myths: A Study on the Connection Between K12 Technology Use and

21st Century Skills. Retrieved July 2, 2010 from Walden University website:http://www.waldenu.edu/Degree-Programs/Masters/36427.htm.

Henning, E. & Van der Westhuizen, D. (2004). Crossing the Digital Divide Safely and

Trustingly: How Ecologies of Learning Scaffold the Journey. Computers and Education,42(4), 333-352.

Muilenburga, L. Y. & Bergeb, Z. L. (2005). Student Barriers to Online Learning: A FactorAnalytic Study.Distance Education, 26(1), 29-48.


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Nagel, D. (2010, June 28). Teachers Report Educational Benefits of Frequent Technology Use.THEJournal. Retrieved from http://thejournal.com/articles/2010/06/28/teachers-report-educational-benefits-of-frequent-technology-use.aspx

Princeton University. (2010). The Future of Children (Summary). Retrieved July 5, 2010 from

The Future of Children website:http://www.princeton.edu/futureofchildren/about/Outreach_OnePage.pdf.

Stanley, L. D. (2003). Beyond Access: Psychosocial Barriers to Computer Literacy SpecialIssue: ICTs and Community Networking. The Information Society, 19(5), 407-416.

Starr, L. (2003, February). Encouraging Teacher Technology Use. Education World. Retrievedfrom http://www.educationworld.com/a_tech/tech159.shtml

Stringer, E. T. (2007).Action Research (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Taylor & Francis Group. (2010).Journal Details. Retrieved July 5, 2010 from Taylor & FrancisGroup website: http://www.tandf.co.uk/journals/carfax/01411926.html.

Webb, S. (2006). Can ICT Reduce Social Exclusion? The Case of an Adults' English LanguageLearning Programme.British Educational Research Journal, 32(3), 481-507.

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2001, July). Conditions for Classroom TechnologyInnovations. Center for Applied Research in Technology. Retrieved fromhttp://www.eschoolnews.com/2008/07/01/iste-unveils-new-tech-standards-for-teachers/


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Appendix A

Agreement to Participate

Title of Project: Computer-based Learning in Adult Education, High School 2 Curriculum

Research Facilitators: Michele Bennett, Kay Miller

IntroductionWe are planning to study the extent to which the Valley Adult Learning Center (pseudonym)uses computer-based instruction. Data collection will include staff surveys, review of currentcurriculum, and observations.

ParticipationYou have the right to refuse to participate at any time during this study. If you do choose to

participate, you will be given a survey with some questions about how you use computers atschool and at work. Michele Bennett will collect the survey within seven days from the time youreceive it. Michele will also be observing student use of computers in the computer lab andreviewing relevant curriculum content.

PrivacyYour information, including name, address, phone number or any other identifying informationwill only be viewed by Michele and Kay and will not be shared in any way. A pseudonym willbe used in the research paper. After the research is complete, you may request that yourinformation be destroyed.

You may contact Michele at matt_and_michele @ earthlink.net or Kay at mikaitau @ gmail.comat any time.

I, ______________________________, have read the information above, or have had it read tome, and any questions I have asked have been answered to my satisfaction. I agree to participatein this activity with the understanding that I may withdraw at any time without prejudice. I agreethat the research data generated may be published provided my name is not used and that I amnot otherwise identified.

Signed: ____________________________ (Participant) Date: _______________

Signed: ____________________________ (Facilitator) Date: _______________

Signed: ____________________________ (Facilitator) Date: _______________


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Appendix B

Survey #1 of 2Participants: High School Instructors

Purpose of Survey #1: Gather data for Action Research PaperTitle of Paper: Computer Based Learning in Adult Education ServicingNon-Native English Speakers

Objective of Survey #1: Assess the individual level of computer use of each participant.Survey Facilitator: Michele [email protected] of ColoradoDenver Jennifer VanBerschot PhD/Instructor

Thank you for taking the time to complete this survey. You are free to add any additionalcomments or questions anywhere on the survey. This survey is completely confidential. Pleaseplace survey in envelope and seal envelope. Do not put your name or any identification on thissurvey or on the envelope.

Question #1. Do you use (check any that apply) ___ a PC at home ___ a computer at work ___ a Laptop computer2. Which of the above do you use the most often - _______________________________3. On average, how many hours do you use a computer each day (both at work and at home)a. ____ < 1 hourb.

____ 1-2 hoursc. ____ 2-3 hours

d. ____ more than 3 hoursPlease continue to page 2 of survey. Then return to questions 4, 5, and 6.

4. What types of computer applications do you think would be fun to learn?

5. What types of computer application do you think would make your life easier?

6. What types of computer applications would increase your career opportunities?


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In this next section of the survey please place an X in the box that most applies to you.

Remember, you can also add any additional comments to the survey.

ComputerApplication

I know how to use I use at least oncea week

I could teach thisapplication tosomeone

NotApplicable

Email

Microsoft Word

Power Point

Dictionary/Thesaurus

Calculator

Excel /SpreadSheets

Calendar/Scheduling Applications

OnlineBanking/AccountingOnline Shopping

Social Networking

i.e. Face Book,Plaxo, My Space,etc.Gaming

Online Newspapers, News Casts,Journals or WeeklyMagazinesInstant Messaging

Skyping or VideoConferencing

Photography

Adobe Suites orOther Design Tools

Listen to Podcasts

Watch Videos onSites such asYouTube


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Appendix C

Survey #2 of 2Participants: High School InstructorsPurpose of Survey #1: Gather data for Action Research Paper

Title of Paper: Computer Based Learning in Adult Education ServicingNon-Native English Speakers

Objective of Survey #2: Assess the extent to which computer and technology is used by the

students at VALC school (pseudonym).

Survey Facilitator: Michele [email protected] of ColoradoDenver Jennifer VanBerschot PhD/Instructor

Thank you for taking the time to complete this survey. You are free to add any additionalcomments or questions anywhere on the survey. This survey is completely confidential.

After you complete the survey, place it in the attached envelope and seal envelope. Do not putyour name or any identification on this survey or on the envelope.

The importance of your honest opinions is valuable to the overall success of this research.

Use the back of these pages to complete extended answers, ask questions, give advice, or tell afavorite or compelling story.

Preface:

Defining technology in the context of education:Technologies that are most commonly used to implement lessons, increase collaboration, andcreate assessments are, but not limited to,

1. ComputerInternet, research, pictures, writing, printing2. Lab equipmentGraphing Calculators, microscopes, etc.3. Video and video recorders4. Digital Cameras5. Audio tapes, computer podcasts, iPods, MP3 players6. Power point and other presentation software7. Overhead projectors8. Online courses9. Social Networking with peers and teachers10.Computer simulations based on specific content area

Continue to page 2 of Survey #2 and complete the questions.

Once again, thank you so much for your time and participation.


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Question #

1. Describe your classroom community of students.

2. Tell me what you value most about your students.

3. What types of technology are currently available to you and your students in yourclassroom?

4. What types of technology are currently available to you and your students in your school?

5. Share with me your awareness of various levels of computer/technology expertise orreadiness your students have.

6. How do you believe computer/technology expertise is important to this community ofstudents future goals (jobs, everyday life, higher education).

7. What ideas do you have about incorporating technology into your specific content area?

8. What would an ideal classroom environment look like for your students? Use yourimagination!


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Table 1Schedule for Completing Research Tasks

Task Start Date Completion DateData Collection (surveys) 06/21/2010

Data Collection (career search) 07/10/10 07/15/10Data Analysis 07/09/10 07/19/2010


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Table 2aBasic Computer Literacy and Prowess Among VALC Instructors

Basic



I could teachthis application

to someone

NotApplicable

Email - v i o z r -Microsoft Word - - i o z r vPower Point - - o r i v zDictionary/Thesaurus v i o r zCalculator v i o r zExcel /Spread Sheets - i o z r vCalendar/SchedulingApplications

r i o v z

Totals 3 5 18 9


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Table 2bModerate Computer Literacy and Prowess Among VALC Instructors

Moderate



I could teach thisapplication to

someone

NotApplicable

Online

Banking/Accounting- i o z v r

Online Shopping z i o r vSocial Networking i.e.

Face Book, Plaxo, My

Space, etc.

i - o v z r

Gaming - - o i v z rOnline Newspapers ,

News Casts, Journals

or Weekly Magazines

r i v o z -

Instant Messaging i - o r v zUse a variety of

Internet Search

Engines

v r - i o z -

Photography i o r - - v zTotals 9 4 13 14


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Table 2cExtended Computer Literacy Among VALC Instructors

Proficient Extended



I could teach thisapplication to

someone

NotApplicable

Adobe Suites or Other

Design Toolsi r - o v z

Listen to Podcasts i r - o v zWatch Videos on Sites

such as YouTuber i o v z

Create Online Surveys i o r - - v zListen to Webinars o r i z - vOnline Classes o z r i - vBlog i r z o vSkype or Video

Conferencing i r - o v z

Totals 16 5 5 13

computer-based learning in an adult education environment

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