Digital Literacy 1 Plugged in 3 a Letter From

PROGRESS Winter/Spring 2009 A publication of the Virginia Adult Learning Resource Center Vol. 21, No. 2

Digital Literacy 1 PlugGED In 3 A Letter from

Elizabeth Hawa 3 VALRC Online st 4 21 Century Skills 6 Blending Classroom and Online Learning

6 Facilitating Online Learning 8 REEP Battles the

Jim Tiscornia, Program Manager of Northrop Grumman’s Southwest Enterprise Solutions Digital Divide Center, speaks at the PlugGED In Kick-off Celebration in Lebanon, Virginia. Other speakers 10 The Magic of Google (left to right, facing the audience) included Dr. Robert Tomlinson, Vice President of Instruction at Southwest Virginia Community College; the Honorable Aneesh Chopra, Virginia Secretary 14 Book Review: The of Technology; Dr. Richard Sebastian, PlugGED In Project Manager; United States Senator Global Achievement Gap James Webb; Dr. Mark Emblidge, Director of The Literacy Institute at VCU; and Dr. Patricia Wright, Superintendent of Public Instruction, Virginia Department of Education. 15 Book Review: Engaging the Online Learner Back Online Training Videos for Volunteer Tutors

by Dr. Richard Sebastian a response to the current adult literacy n a cold Tuesday evening only the first of several significant crisis and the increased need to prepare in February, a handful of milestones a student must achieve adults for jobs in the technology-driven adults, bundled in warm during the six-month program. O economy. The idea for PlugGED In was coats and hats, braved the heavy The PlugGED In curriculum is proposed to The Literacy Institute at falling snow to gather in a comput- designed to provide learners who have VCU by Virginia Secretary of Education er lab at the Southwest Technol- not completed high school with a GED Aneesh Chopra as an innovative way to ogy Development Center (SWTDC) course that incorporates technical train- quickly prepare high-school dropouts in Lebanon, Virginia. It was the first ing as a means to develop the workplace for available and well-paying technol- night of their new GED class. This skills essential for entry-level employ- ogy sector jobs. With funds provided was not a typical GED class, howev- ment in global, knowledge-driven, tech- through The Governor’s Productivity er. This class, called PlugGED In, was nology-rich jobs. These skills include Investment Fund, The Literacy Institute a new and innovative contextual- both “hard” skills, such as the specialized joined with Southwest Virginia Re- ized GED technology curriculum, technology knowledge reflected in earned gional Adult Education, SVCC, indus- developed in collaboration with Microsoft certifications, and “soft” skills, try partners Northrop Grumman and area businesses and the local com- such as communication, workplace eth- CGI, UVA-Wise, the Virginia Depart- munity college, Southwest Virginia ics, collaboration, and innovation. ment of Education, the Center for In- Community College (SVCC). This The PlugGED In curriculum was novative Technology, and Microsoft to was the pilot class. In the PlugGED created through a partnership of educa- create a new model of adult education In curriculum, acquiring a GED is tional and governmental institutions as Continued on page 5 ... PROGRESS A Few Words on Progress Progress is published by: Virginia Adult Learning Resource Center Virginia Commonwealth University 3600 West Broad Street, Suite 669 Richmond, VA 23230-4930 hose of us who have worked in adult education www.valrc.org for any length of time know the power of our Permission is granted to reproduce articles students’ stories – the trials they have endured, theT challenges they have overcome, and the dreams they from this newsletter. Please credit the author and Progress. cling to. When four students spoke at the kick-off of the PlugGED In program in Russell County in February, they Subscriptions are free to Virginia residents. shared their stories and told of their hopes for a career in To subscribe, contact the Calendar Virginia Adult Learning Resource Center technology, further education, and a better life for their at: children. We know these stories well, but they never fail (800) 237-0178 to inspire and humble us. April (804) 828-6521 Today, more than ever, we in adult education have enor- 12-18 [email protected] National Library Week or subscribe online at: mous challenges beyond inadequate funding and second class www.valrc.org/publications/newsletter.html status within education. Our challenges now have to do with 18-22 helping our students to be successful in a world in which many Commission on Adult Submissions and letters to the editor are of us are ill-prepared to fully participate much less to serve as Basic Education (COABE) National Conference welcome. Contact: guides and mentors to others. Technological innovation cre- Hillary Major, Louisville, KY Progress Editor, at: ates changes at speeds that have never been experienced before. (804) 828-6521 or For those of us who went through 16 years or more of educa- 22-25 (800) 237-0178. tion without ever using or even seeing a computer, this rate of National Council of We reserve the right to decline publication. change is beyond our comprehension. We may use computers, Teachers of Mathematics Washington, DC cell phones, and iPods, but our minds and spirits often linger Director of Adult Education and Literacy Elizabeth Hawa in another, less complex age. Yet it is in this constantly chang- 23 ing, ever more complex, world that our students must strive to Literacy Education VALRC Manager achieve their dreams. Advocacy Day Barbara E. Gibson This issue of Progress is devoted to information and strate- May st gies that will help us incorporate 21 century skills into in- 3-5 This product was paid for under the Adult struction, use technology in ways that effectively support learn- National Adult Learner Education and Family Literacy Act of ing, and begin to transform our own ways of thinking about Institute and Adult 1998; however, the opinions expressed technology and education. When Senator James Webb spoke Literacy Congress New Carrollton, MD herein do not necessarily represent the at the PlugGED In event, he called adult education a gateway position or policy of the U.S. Department of Education, and no official endorse- to careers and further education. That is an apt description. We 16-22 ment by the U.S. Department should be as adult educators can be the facilitators of the passage through Virginia Lifelong inferred. the gate, preparing our students for the world that is on the Learning Week other side, or we can hinder their way because we ourselves are GED is a registered trademark of the 21 American Council on Education and may not ready to accept that world. Whatever we choose to do, it is Literacy Fair not be used or reproduced without the our students who reap the rewards or pay the price. Keysville, VA express written permission of the American Council on Education. July 2 National Literacy Day

29-31 Virginia Institutes of Lifelong Learning (VAILL) Radford & Northern VA

2 Winter/Spring 2009 .:PROGRESS A Letter from Elizabeth Hawa, OAEL Director consider related to the concept of digital prepare them for the workforce. Perhaps literacy. I believe we are moving in the part of the contribution by adult educa- right direction in Virginia with initia- tion should be through a greater empha- tives such as eLearn Virginia, our Dis- sis on digital literacy in our programs tance Learning Center at Virginia Com- and services. It is worth considering that monwealth University, and PlugGED adult learners who acquire digital litera- In, the program in Russell County that cy skills simultaneously with basic skills combines GED preparation with train- will be better prepared for the workplace. ing for entry-level technology jobs. Our For a segment of our learners, especially goals are to increase the number of adult younger adults who are more computer learners participating in the alternative, and digitally savvy, distance learning or virtual classroom provided by eLearn a blended instructional program is pre- Virginia and to expand the PlugGED In ferred. he State Educational Tech- model to other areas of the state and to It is clear that adult education prac- nology Directors Association other career options. It is also exciting titioners are facing great challenges in (SETDA) defines computer literacy that long-standing programs, such as the meeting the changing social, cultural, Tas “the ability to use a computer Arlington Education and Employment and economic landscapes of our nation and its software to accomplish Program (REEP), have confronted the and the globe. The options for commu- practical tasks.” In contrast, SETDA challenges of the digital divide. More- nication are diverse in this digital age, has defined digital literacy as “more over, our online adult learners are receiv- and adult educators must step to the than just the technical ability to op- ing guidance and encouragement from forefront by offering more instructional erate digital devices properly; it com- mentors like Letisha Harris. options for the learners who need our prises a variety of cognitive skills In adult education we are being chal- services. We must build on that which that are utilized in executing tasks in lenged to play a stronger role in workforce works from our traditional toolkit and digital environments, such as surfing development. If this augmented role is to develop a new kit of tools that combine the Web, deciphering user interfaces, be a goal of our programs, the delivery the best of the past with the technologies working with databases, and chatting of basic skills instruction should be en- of today and the future.

in chat rooms.” hanced with strategies to ensure that our This edition of Progress oﬀers valu- adult learners are transitioned to higher able information for the adult educator to levels of education and training to better

VALRC Online New Site, Same Address The Virginia Adult Learning Resource Center is proud to announce the redesign of our website. The website continues to bring you field news and training information and to serve as your resource destination. Please check out our new look at www.valrc.org and tell us what you think by filling out the Contact Us form.

PROGRESS :. Volume 21, No. 2 3 21st Century Skills Prepare Today’s Learners for Advancement in a Global Economy by Dr. Laurie A. Henry ngagement in learning activi- from more advanced Internet connois- ing/teatut.html ties is being transformed today seurs. • The WebQuest page provides web- as in no other time in history. Professional development opportu- quests on an array of topics across AsE individuals turn to the Internet nities for in-service teachers at all levels, grade levels and content areas along and other information communica- including elementary, secondary, and post- with a template for creating your tion technologies (ICTs) at increasing secondary educators, and preparation own webquest. Over 2500 webquests rates to read, write, communicate, programs for beginning teachers need to are available in seven languages. and interact with texts, they must de- provide acquisition of the skills needed to http://webquest.org velop new skills and strategies, or 21st successfully use the Internet so • The Literacy Web is an online portal century skills, to be successful in these that these skills can be passed on to bet- hosted at the University of Connect- multimodal, intertextual, and inter- ter prepare all learners for advancement icut and includes a large number of st active environments. in the global economy of the 21 cen- new literacies resources for educators. The Internet has become the defin- tury (Partnership for 21st Century Skills http://www.literacy.uconn.edu ing technology for today’s youth and may [P21], 2005). Educators at all levels need As literacy engagements change over be the most important ICT for students help to learn how to integrate learning time, teaching and learning must also to learn how to manipulate successfully. activities that use the Internet into daily evolve to better prepare our citizens for It is also found to be an increasingly im- lessons. Innovative lessons can include an innovative future in the global econo- portant element of the 21st century work webquests, Internet projects, Internet my of the 21st century. .: environment. The Internet requires new scavenger hunts, Internet-based research, skills and strategies that must be acquired interactive writing tools, or social net- References in order to explore the Internet effec- working sites (Henry, 2006; Leu, Leu, & Henry, L. A. (2006). SEARCHing for an tively. These new skills and strategies are Coiro, 2004). Perhaps most importantly, answer: The critical role of new litera- part of what some researchers call a new lessons should emphasize key 21st cen- cies while reading on the internet. The Reading Teacher, 59, 614-627. literacies framework to develop online lit- tury skills that focus on problem solving Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & and critical thinking through collabora- eracy (Leu, Kinzer, Coiro, & Cammack, Cammack, D. (2004). Toward a theory 2004). These new literacies include: tive learning (P21, 2005). of new literacies emerging from the • Identifying a purpose or important As increasing numbers of computers internet and other information and question to be answered are placed in the workplace, it becomes communication technologies. In R.B. • Locating information through an in- increasingly important for educators Ruddell and N. Unrau (Eds.), Theoreti- teractive search process to focus instruction on the 21st century cal Models and Processes of Reading (5th • Making inferences about informa- skills needed to access and use the In- ed., pp. 1568-1611). Newark, DE: tion housed behind hyperlinks ternet effectively in various educational International Reading Association. • Evaluating information for accuracy and work environments. A number of Leu, D. J., Jr., Leu, D. D., & Coiro, J. (2004). Teaching with the internet: and bias websites have been designed to help edu- New literacies for new times (4th ed.). cators find ways that technology can fit • Evaluating authors and/or sources Norwood, MA: Christopher-Gordon. into the curriculum they are teaching. for reliability and trustworthiness Partnership for 21st Century Skills, • Synthesizing disparate information Some of these include: The. (2004). Learning for the 21st st across a multitude of media formats • The Partnershipfor 21 CenturySkills Century. Washington, D.C.: Au- • Clearly and concisely communicat- provides an innovative framework, thor. [On-line]. Available at: http:// ing information that is obtained curriculummaps,andotherresources. www.21stcenturyskills.org/index. It has been discovered that many http://www.21stcenturyskills. php? option=com_content&task=vie w&id=29&Itemid=42 students and teachers do not possess org/ these skills that are required when read- • The Adult Literacy & Technol- Dr. Laurie A. Henry is Assistant Professor of ing, writing, and communicating on the ogy Network provides adult edu- Early Adolescent Literacy at the University Internet and they are not being taught cators with lesson ideas that in- of Kentucky. Her research interests include in our public schools (Henry, 2007). tegrate technology as well as the development of 21st century skills in re- Even basic techniques, such as copying resources for learners to improve lation to reading, writing, and communi- and pasting information, identifying their proficiency with technology. cating in Internet-based environments and keywords for a search task, or locating http://www.altn.org/techtrain- issues related to the digital divide. the author of a website, separate novices 4 Winter/Spring 2009 .:PROGRESS Professional Soft Skills The professional soft skills curriculum is based on discussion of the texts The 7 Habits of Highly Effective People

by Stephen R. Covey and The Etiquette Advantage in Business by Peggy Post and Peter Post. These lessons will introduce curriculum, one that focuses not only on value to the GED credential, a new type students to the expectations and formali- a student’s immediate and important ac- of curriculum is needed that both ad- ties of the modern workplace, from how quisition of a GED certiﬁcate, but also dresses the skills needed to successfully to do a formal introduction to proper cell on the student’s further employment and pass the tests and targets the cutting-edge phone and email etiquette. educational goals. skills needed to successfully move previ- Professional soft skills, as they con- ously unqualiﬁed GED credential hold- nect to GED and CRC content, will be History of the Project ers into entry-level technology sector jobs incorporated into classroom activities and discussions from the start of the pro- As a result of an economic partner- or further post-secondary education and gram. During Phase Two, application of ship with the state of Virginia, two tech- training. This need, while critical for the content from the class texts will become nology sector industries, CGI, Inc., and Southwest Virginia region, is not limited central, with an increased focus on skills Northrop Grumman, invested in the to this area of the state. associated with professional interactions, southwest region, establishing facilities formal presentations, and interviewing. in the town of Lebanon in rural Rus- The PlugGED In Curriculum:

sell County. These facilities bring much- Earning a GED certificate is Digital Literacy Skills needed employment opportunities. How- only the first step. ever, many in the workforce of Russell Technology sector employers expect County and the surrounding counties Unlike most GED-preparatory adult new entry-level employees to have spe- of Buchanan, Dickenson, and Tazewell education courses, in the PlugGED In cialized technology skills. This means do not possess the necessary entry-level curriculum, completion of the GED cre- that most entering PlugGED In students, skills to fill these new jobs. In the four- dential is only the first of many targeted who may have only limited experience us- county region, 39.5% of adults aged 25 achievements. Students will also be given ing computers, will need to build a solid or older and nearly one quarter of 18- to opportunities to prepare for the world foundation of digital literacy skills before 24-year-olds lack a high school creden- of work by developing professional soft preparing to earn more specialized tech- tial. Less than nine percent of individuals skills, earning technology certifications nical certifications. To build this technical through the Microsoft IT Academy, and foundation, learners will progress through aged 25 or older have a bachelor’s degree st or higher degree. Additionally, while the learning 21 Century Skills by complet- a series of digital literacy certification ar- attainment of a high school diploma or ing several team-based capstone projects. eas, beginning with the Microsoft Digital GED certificate is an important educa- The six-month program is divided into Literacy (MSDL) certifications, followed two distinct phases that focus on four by the Internet and Computing Core tional milestone, these credentials alone content areas: (IC3), and then moving on to a Micro- are often insufficient for achieving suc- st • GED Curriculum and soft Office Specialist (MOS) or Microsoft cess in the 21 century labor market or Career Readiness Certificate in many of the jobs available at Northrop Certified Application Specialist (MCAS) • Professional Soft Skills certification. Grumman and CGI. • Digital Literacy Skills Many of the current aptitude assess- The MSDL, MOS, and MCAS are • st ments, job inventories, and traditional Students21 Century engage Skills. in activities in all all part of Microsoft IT Academy. Prepa- educational programs do not offer an ef- ration for these valuable certifications is four content areas from the beginning of ficient and effective way to identify indi- provided through instructor-led activities the program in order to maximize their viduals with the potential to excel in high- in the classroom as well as through self- interest and their motivation to learn. As tech industries or prepare them for these paced courses delivered over the Inter- they develop increased skill levels, they new technology sector positions. Accord- net. As an individual learner successfully move from Phase One to Phase Two, fo- ing to a report by the U.S. Department completes certificates in one (or more) of cusing less on GED-related content and of Commerce, the field of education is these courses, he or she can begin training more on professional soft skills. This ap- the least technology-intensive enterprise in an additional area. During Phase Two proach allows instructors to individualize in a ranking of technology use among of the program, each learner will decide instruction for each participant depend- 55 U.S. industry sectors. The GED Tests whether to focus on finishing the MOS ing on his or her experience and begin- do not assess a test-taker’s technological or MCAS certificate, completing the Mi- ning skill levels. knowledge or proficiency. In order to add Continued on page 13 ... PROGRESS :. Volume 21, No. 2 5

Classroom & Online Learning Local & Centralized Support Blending:by Rhoda-Jo Stress and Jason Guard

Editor’s Note: To illustrate how eLearn access to a mentor knowledgeable about are all about,” I try not to overwhelm Virginia works with local programs to the specific phase of the educational plan them but, at the same time, let them provide learners with a best-fit mix of is the frosting on the cake. know that they have options. During distance learning opportunities and local, JG: The online mentors and web-based the interview, I ask if the student is com- face-to-face support, I asked eLearn men- curricula that make up eLearn Virginia puter literate; I immediately follow that tor Jason Guard (JG) and literacy program comprise a distance learning model that question (depending upon the student’s manager Rhoda-Jo Stress (RJS) to describe is intended to fill gaps in Virginia’s adult reaction) with the statement, “Tell me their working partnership. Rhoda-Jo Stress education services. Whether it is learners’ how you use the computer (at home has referred 15 learners to eLearn Virginia, schedules or their ambitions that necessitate or wherever you use it).” Once I have who together have logged a total of 342 additional resources, local programs and that answer, I have a fairly good idea of activity hours (an average of 26 hours per their potential clients should have access to whether I am going to put online learn- learner). a wider support network. GED students ing on our invisible list of possibilities for RJS: The blended approach is a huge can study online exclusively or as a supple- that student. I also have to consider the boost to a small CBLO program! Adding ment to their classroom experience. Work student’s attitude, the other circumstanc- online distance education to our face-to- can take place any time, day or night, but es factoring into his or her life activities, face tutoring sessions allows a truly in- consistency is still a must if the learner is go- and the assessment results. I try to un- terested and motivated student to make ing to make progress toward their goal. derstand the amount of time the student great academic progress in a short period has to study, whether there is a computer of time. When an organization doesn’t Identifying Potential Online in the home, and the results of the learn- have the perfect match for a student, the Learners ing styles inventory (given during the in- blended approach can offer the flexibility terview process). that hard-to-serve clients often require. RJS: When students come into our JG: Computer literacy is not the only The fact that an eLearnVA student has CBLO’s program to discover what “we criteria for referring adults to study online.

How I Facilitate Online Learning by Letisha Harris t is a delight to work with people side.” Instead, they study when they cations, and explore career advancement online. As a classroom facilitator, I can and often more than they would opportunities. am accustomed to face-to- face have in a traditional classroom. Online learners are eager to commu- Icommunication with my students. It is important for me to keep in nicate. They want their online mentor to Distance learning is a change of contact with my e-learners, whether by be just as eager. In that role, I become the pace for me. In the beginning, it email or telephone. I get a real feeling of cheerleader of their progress. Sometimes, was difficult for me because I felt accomplishment when I hear back from a my mentees really appreciate having an that hands-on assistance was indis- learner whose self-direction is guided by additional person to support them and pensable. I still believe this; however, my periodic emails. When I work with share in their educational accomplish- the distance and timing issues makes students who are dedicated and willing ments. Eager learners correspond via this approach impossible for many to work hard, it motivates me to work email at least three times a week. They students. The distance learning ap- even harder for them in return. In this keep me abreast of their outside activi- proach requires me to be flexible in way, we push each other, and students ties, such as taking GED classes, watch- my work schedule and construction often reach higher to goals beyond the ing GED Connection videos, talking with of custom lesson plans for each of my GED credential. By keeping the lines of their instructor at the local adult ed. of- mentees. It’s also a bonus that I don’t communication open, I encourage my fices, and even making personal changes have to listen to my students saying, learners to ask questions that they would in their lives. Those who are really com- “I’m sorry I missed class yesterday,” “I otherwise have been afraid to ask. I of- mitted tend to ask a lot of questions. had car trouble,” “I had a doctor’s ap- ten end up helping my mentees plan for They are concerned about their scores on pointment,” or “It was too cold out- college, figure out how to fill out appli- each assignment. They notify me if they 6 Winter/Spring 2009 .:PROGRESS They must be in the habit of using the In- think eLearnVA is, if students aren’t of dropping out becomes the easiest and ternet and communicating via email. Most the mindset that computer learning will least frustrating alternative. Trying to fit communications with eLearn mentors take advance their studies and work toward in library time to use a computer is usu- place via email, so learners need to be check- their goal, then eLearnVA doesn’t be- ally not an option. ing their accounts every other day or so. come part of those students’ portfolios. JG: Online GED learners often piece They need to understand that asynchronous JG: The drive to achieve clear goals together their Internet access from multiple support means that learners are responsible on a short timeline is a great indicator of sources and locations. However, this routine for continuing their own forward momen- probable success in the online environment. can be hard to maintain for any length of tum while awaiting further instruction. However, be sure that enthusiasm is well- time. Ideally, learners will have high-speed RJS: A major factor in determin- informed rather than naive. Despite many Internet in their homes. They should also ing who is encouraged to consider the eLearn registrants’ expectations, there is no try to identify certain times when they can eLearnVA program is the student’s en- technological solution to the problem of be reasonably sure that they can work on- thusiasm and motivation. As I listen to a passing the GED Tests. line without distractions. Helping learners student talk, if he or she gives numerous with the logistics of their learning plan is excuses about past behaviors or if set- Preventive Troubleshooting / the kind of preventive troubleshooting that ting a future appointment is followed by Getting Off to a Good Start pays off in the long run. a litany of excuses, that person is prob- RJS: The other big problem is that ably not going to be a good candidate RJS: The main problems students some students don’t like to admit that for working online. If a student uses the have with the online learning are the they are having a problem learning from phrase “put in front of a computer,” that same ones they encounter in any adult the computer. Although students may person is probably not going to be en- education program: some students ex- want to use the computer to learn, com- thusiastic about an online program, no pect the time devoted to learning to be puter use may not suit their learning matter how good it is. The student who brief, while other students don’t have style. Some students think it is another comes into the interview session with adequate time to devote to their stud- “failure” if computer learning doesn’t specific goals, immediate and long range; ies. Some students lose out because they work out. Good conversation between the student who comes in “hungry”; and are “low on the pecking order” for com- the referring agency and the student will the one who comes in with a good reason puter use in the home. Some students’ eliminate the frustration and allow the for being there: those are the candidates work-related responsibilities change and student to gracefully become a more tra- for eLearnVA. No matter how great I computer time is no longer an option; Continued on page 12 ...

want more work in a particular area or groups and rely on someone else’s answer or our prescriptive pre-tests automati- if a subject has become challenging and instead of understanding how to get the cally diagnose deficiencies. At that point, they need additional help. answer. In slang terms, my learners call I help the learner target those kinds of On the other hand, when learners it “faking the funk.” They will fake the problems and suggest additional lessons aren’t communicative, I send an email to funk until the facilitator notices they are in those areas. make sure everything is ok. After a couple having trouble. Working with learners My online learners are not looking of emails with no response, I try to reach to address their weak areas is much less for me to give them answers. They want them by phone. Telephone communica- embarrassing at a distance than in the guidance from someone who supports tion is often the key to getting learners classroom. Online learners are frequent- their goal of passing the GED Tests. back on track when they lose their focus. ly working in isolation, and their only Some learners have not been supported This is when I really have to be the cheer- friends while confronting their prob- by their parents, spouses, or their circle leader, but it pays off. My initiative com- lems are their computer, the instructor, of friends. When they discover that I am pels them to take action. I think they re- and the online material. So, with only willing to listen and support them along spond to the fact that a relative stranger one person watching them, they tend their journey, their self-worth improves is showing some concern for them and to work their hardest to make improve- and motivation increases greatly. .: their education. ments. Helping students get to this point In the classroom, students often hide is part of my job facilitating online learn- Letisha Harris is an online mentor with their weak areas from the other students ing. If a student is working on an activity eLearn Virginia and a GED teacher in in the class. They will ask someone to do in mathematics, then I pick out the kinds Richmond and Chesterfield’s adult educa- problems for them, or they will work in of questions he or she typically misses tion classrooms. PROGRESS :. Volume 21, No. 2 7 REEP Battles the Digital Divide by Michele Cona he sign on the door of my local expanding digital landscape mean for an ingly go online? public library reads: “We will no adult ESL program? As true today as it was in 1989 and longer send overdue notices by It’s widely accepted that computer- 1999, we believe that using computer- regularT mail.” As an adult English lan- based instruction provides both benefits based tools effectively in adult ESL in- guage educator, signs like that give me and challenges for adult ESL instruction pause, and I wonder: and programs. It can motivate learning, Teacher enthusiasm, build self-esteem, address different learn- comfort level, skill sets, and • How many of our students with ing styles, and develop study skills. It also library cards have email addresses has the potential to transform learning as willingness to lead others and check them regularly? it helps to nurture community building in tech use are crucial to • Do they know where and how to ac- through collaboration and inspire new cess the Internet outside of class? ways of dealing with life’s challenges. creating a positive computer • What other necessary services are Experience has also shown us that inte- experience for students. only available online, and are our grating technology can create significant teachers and students able to keep hurdles for a diverse population of learn- struction depends on how well we align up? ers and instructors with varying technical technology integration with our program abilities, interests, and needs. Add also to philosophy, life skills curriculum, and ac- the list of hurdles: content accessibility2 cepted best practices. Therefore, teacher and reliability, meaningful and relevant enthusiasm, comfort level, skill sets, and usage, and equipment availability and willingness to lead others in tech use are cost. crucial to creating a positive computer At the Arlington Education and Em- experience for our students, and one that ployment Program (REEP), we provide reflects the changing reality in which adult ESL instruction within the context those life skills transpire. of life skill objectives, recognizing for The REEP Technology Curriculum over two decades – in principle and in was developed in 2005 with professional practice – that technology skills are cru- development in mind and as a comple- cial to surviving in the modern world. ment to our ESL Curriculum for Adults. The focus, at first, was to increase access The Technology Curriculum assists in REEP students use a variety of language to computers and provide meaningful software during weekly computer lab class. planning for weekly computer lab in- (photo courtesy of REEP Program) activities for language learning. struction, blending basic computer, word In 1989, REEP established its first processing, and Internet navigation skills In the United States today, comput- computer lab offering technology-based instruction with TESOL methodologies. ers and the Internet are mainstays of our language instruction, which has since As well, our computer labs offer teach- personal and professional lives. From of- been incorporated into every class’s ers and students a diverse inventory of fices, agencies, and schools to supermar- weekly schedule. In 1999, we consoli- language software to support instruction kets and subways, the social transactions dated years of lessons learned and best in an environment conducive to a com- of our lives are going digital, and at a rap- practices for integrating technology in municative approach. To support self-di- id pace. Yet, while computer ownership adult ESL instruction in Technology and rected learning, we offer an Open Lab for is increasing, the Digital Divide – the gap the ESL Classroom: Equipping Students students every Friday evening, and our between the ‘haves’ and the ‘have nots’– to Function in the Modern World.3 This website REEPworld.org provides free in- is barely closing. As our society increas- publication remains relevant today and teractive lessons for beginning level stu- ingly conducts its services, schooling, offers guiding questions and practical so- dents as well as a growing list of language and even socializing online, the Digital lutions for program managers, trainers, practice websites. Classes regularly take Divide is being re-defined and expanded and teachers who are trying to develop fieldtrips to the local library where they to include many more factors, including technology integration strategies. can access a computer lab. Furthermore, online skills and autonomy and freedom As we continue to focus on equip- teachers receive a technology orientation of access, which contribute to greater ping our students with the necessary and can participate in monthly technol- 1 digital literacy and equality. skills to participate in their communities, ogy sessions, regular tech-focus meetings, So, we ask ourselves: what does this how can we adapt as life skills increas- an annual technology exploration work- 8 Winter/Spring 2009 .:PROGRESS shop, and individual coaching. Providing professional development to a part-time staff, across multiple sites, with staggered schedules, is challenging, to say the least. Not unlike most adult ESL programs, we must constantly stretch our ability to share practical ideas and deliver training in a timely and cost- effective manner. To this end, the rapid pace of change on the Internet can work to our advantage as we try to adapt our practice and program operations to an increasingly online world. The advent of Web 2.0 tools – in particular, the wiki – has brought about a major paradigm shift on the Internet toward collaborative and Slide.com is a free tool that puts music to a slideshow. REEP students took pictures of each other on the first day of class and the teacher embedded the slideshow on a free wiki in democratic usage, with the added ben- time to view it during their first computer lab class. (photo courtesy of REEP Program) efits of a user-friendly interface, security controls, and low- to no-cost registration a wiki through professional development 2 Lower-Literacy Users. Jakob Nielsen’s for educators. With just word-processing activities, which plant the seed for use in Alertbox, March 14, 2005. http://www. skills, users can manage a wiki as both a instruction. They access self-directed tu- useit.com/alertbox/20050314.html platform for and portal to learning. Two torials, which are created to support their 3 Technology and the ESL Classroom: example wiki hosting services are PBWi- instructional needs or develop their tech- Equipping Students to Function in the ki and Wetpaint, both of which offer sup- nical skills. In March, we launched two Modern World. (1999). The Arlington port specific to educators and technology pilot projects that involve teacher collab- Education and Employment Program 4 integration in instruction. oration with staff using wikis: an online (REEP), published by the Spring Institute Wiki usage is gradually increasing at reflective practice group and a portal to for International Studies. http://eric.ed.gov/ REEP within instruction, professional local community services and informa- 4 http://pbwiki.com/, http://www. development activities, and program tion, such as job applications and gov- wetpaint.com. A brief video by Common operations.5 Some teachers use a wiki to ernment assistance forms. Craft explaining wikis is available on showcase student-led projects and pre- Whether it be through wikis, email, Teacher Tube: http://www.teachertube. sentations online. Others have posted discussion forums, chats, surveys, web- com/view_video.php?viewkey=51aeb480e materials for collaborative assignments. quests, blogs, podcasts, Google apps, so- cbd988cd8cc In one instance, a teacher developed a cial networking sites, or countless other 5 Examples of REEP wikis can be found repository of links for self-directed study free tools, by integrating more online ac- by visiting the Student Links page within to be done outside of the classroom, re- tivity in instruction and program opera- REEPworld.org for Students. sponding to students’ needs for differen- tions we can help to nurture the skills our tiated learning, links to community in- students need for more meaningful and Websites of Interest formation, and even requests for English relevant participation in an ever-chang- REEP World: http://wwww.reepworld.org music videos. These first forays into wiki ing world, both online and offline. .: Larry Ferlazzo’s Websites of the Day for usage have motivated students to partici- Teaching ELL, ESL, & EFL: pate in online communities of learning. http://larryferlazzo.edublogs.org Endnotes Outreach and Technical Assistance Network We have seen that wikis have the po- 1 Myth About the Digital Divide. Brian (OTAN): http://www.otan.dni.us tential to deliver, support, and enhance L. Hawkins and Diana G. Oblinger. OTAN’s Web 2.0 Tools in Adult Education instruction. If we provide meaningful EDUCAUSE Review, vol. 41, no. 4 (July/ wiki: http://webtwopointohinadulted. activities that are relevant to the roles August 2006): 12–13 Available online at: wikispaces.com students play in their lives, wikis can also http://connect.educause.edu/ Classroom 2.0 wiki: serve to extend and personalize learning, Hargittai, E. (2007). The Digital Divide http://wiki.classroom20.com and begin to develop the participatory and What To Do About It. In D.C. Jones skills needed for students’ community (Ed.), New Economy Handbook. San Michele Cona is Instructional Technology involvement both online and offline. Diego, CA: Academic Press. http://www. Coordinator at the Arlington Education In most cases, however, teachers at webuse.org/file?id=digital-divide-and- and Employment Program (REEP). REEP are getting their first taste of using what-to-do-about-it PROGRESS :. Volume 21, No. 2 9

The

Magic

Google

by Lauren Ellington

n these days of budget cuts and in- a list of types of searches. Gmail flation, free resources are of even Google Docs http://www.gmail.com more importance to the effective- Gmail is Google’s powerful email Iness and survival of adult literacy pro- http://docs.google.com client. Not only do you have less spam, Google Docs allows you to create grams. One such is what I like to call but Gmail makes organizing your emails and share documents, presentations, and the Magic of Google. According to much more user-friendly by using labels spreadsheets online. No more need for Google’s website, “Google’s mission and displaying emails and their replies as pricey versions of Word, Powerpoint, or is to organize the world’s information conversations. Gmail is Internet-based Excel! What makes this Google product and make it universally accessible and email, which means that you won’t have so wonderful for your program is the useful.” Not only can you access the to change your email address when your ability to share files with your colleagues world’s information easily, but you cable company gets sold again. It also and students easily over the Internet. You can also use it to help make your own gives you the ability to access your infor- can upload files that you have already information universally accessible to mation from any Internet connection. created or just create new ones through your program and students and make Gmail allows the ability to create Google Docs. Google also has an exten- information more useful for you. multiple email addresses and have them sive collection of templates to help you Google Search all enter one inbox. This way, you can get started. You can upload a file that manage your personal and professional http://www.google.com you have on your home computer and emails all in one location! To learn more Google Search is the most widely then later access it at work on your work about Gmail, go to: http://mail.google. used search engine in the world with computer. This article was begun on my com/mail/help/about.html. 59.3% of all Internet searches being work computer and saved to my Google done through Google as of May 2008. Docs. I was then able to work on it at Reader This number has steadily grown each home and, finally, access the final version http://reader.google.com year since Google was founded in Sep- at work, all through Google Docs. No zip Think of Reader as a newspaper that tember 1998. drive needed! Google Docs really makes brings you only the stories that you want Not only can you plug in a search sharing and collaborating a breeze. to see, when you want to see them. Read- phrase, such as “adult literacy lesson With the ability to invite individuals er is an RSS feed aggregator (RSS stands plans,” but you can type in dictionary to view your files or keep them private, for Really Simple Syndication) that definitions with the phrase “define” be- you can easily complete that collabora- brings all of your news and blog content fore the word you would like to define, tive writing project with your students or into one, easy-to-read format. All you e.g. “define androgogy.” You can also send a document to all of your staff for re- have to do is tell it which blogs or news do complicated calculations, such as view and comment. To learn more about sites you’d like to read; this can usually be 5*9+(sqrt 10)^3=, by just typing into the Docs and take a tour, go to: http://www. search engine box. Check out http:// google.com/google-d-s/tour1.html. done through your browser while you are ww.google.com/help/features.html for on a website by choosing Bookmarks or 10 Winter/Spring 2009 .:PROGRESS Favorites and then selecting Subscribe. If easier to create not just a webpage but an you can even see the building where the a website has an RSS feed, Reader can entire website! You can also use Sites col- Resource Center is housed. You can also bring that content to you! laboratively with your classroom, giving choose to see the map as a satellite view To watch a tutorial video about students the ability to create and publish or a terrain map. And the feature that I Reader, go to: http://www.youtube. content. Privacy is available with settings love best about Google Maps is the traf- com/GoogleReaderHelp and read the to make your site available to just your- fic view, so I can find my way around Getting Started tutorial at: http://www. self, a group, or the entire world. Sites that big traffic jam on my way home. To google.com/support/reader/bin/an- also offers the use of templates to make learn more about Maps, go to: http:// swer.py?answer=113517. it easier to get up and running with your maps.google.com/support/bin/an- website. I even use Sites in my trainings. swer.py?hl=en&answer=68259. Calendar Look here to see a training site that I cre- Google Earth is like Maps on ste- http://calendar.google.com ated in about 15 minutes at: http://sites. roids! You can adventure through any google.com/site/valrctechtraining/. If country in the world and even explore the Google Calendar is the last online you can use a word processor, you can earth’s oceans. Using guided tours from calendar that you will ever need. You have use Sites. To learn more, go to: http:// such reputable sources as National Geo- the ability to create as many separate cal- www.google.com/sites/overview.html. graphic, you can open videos that give endars as you need, so perhaps you have more information about the areas being one for personal use and one for work Translate explored. You can even go back in time use that display in different colors to al- http://translate.google.com and see satellite projections of what a lo- low you to easily tell what’s what. Calen- Google Translate can help you make cation looked like years before. To learn dar is shareable, which makes it ideal for contact with others who do not speak more about what Earth unveils about the groups/organizations, families, and class- English. If you have a new student to world, go to: http://earth.google.com/ es. Like Google’s other features, Calen- your program who has no English skills tour.html. Please note that this is an ap- dar is available from any computer with at all, Translate can be an initial life- plication that requires downloading. an Internet connection so you can always line. Translate currently has the ability to check what’s next on your schedule. translate 34 languages other than Eng- Goog-411 Blogger lish, including Vietnamese, Hindi, and http://www.google.com/ http://www.blogger.com Croatian. Translate allows you to trans- goog411 late from or into English; you can also Blogger is, you guessed it, Google’s Goog-411 is Google’s completely do translations between other languages. blogging application. Blogs are like on- free 411 information service. No more Not all translators are 100% accurate, so line journals that allow the world to see paying exorbitant prices for informa- if you feel that you know a better transla- what you want to share. Blogger makes it tion! Just dial 1-800-466-4411 from any tion than the one offered, Google puts easy for anyone to set up a blog and get phone, give your location (or type a zip in the ability to easily send that feedback going. It is very user-friendly and requires code), identify the business name or type, straight to them. So, sige, at makakuha no special skills: if you can type, you can and then select from the options given. ng pagsasalin (that’s go ahead and get blog. Teachers around the country are translating in Filipino)! Labs using Blogger to create blogs for use in their classrooms. Students are making Maps and Earth http://labs.google.com As you’ve probably realized, Google blogs, teachers are making blogs. For http://maps.google.com and some wonderful ideas for how to use is constantly working on new projects. blogs in the educational setting, take a http://earth.google.com You can find out about and get in on look at the graphic included here: http:// Google Maps has made getting di- the testing of these cutting edge proj- www.edtechpost.ca/gems/matrix2.gif. rections and finding locations so much ects through Google Labs. Some cur- If you’d like to learn more about how to easier. Not only can you get directions to rent projects are Google Mars, Google create a blog, check out BloggerHelp’s and from a location that you’ve searched, Moderator, and Google Sets. Once you Channel on YouTube (another Google but you can search around the location are more comfortable with Google, you product, by the way) at: http://www. for businesses, you can save the location might find it interesting to check out youtube.com/BloggerHelp. to your own list called My Maps, or you what’s on the horizon. .:

can send the location through email to Sites someone else. Google has also introduced Lauren Ellington is VALRC Specialist for http://sites.google.com street view to many locations: perhaps Online Training and Learning Disabilities. If blogging isn’t quite the thing for you might see your house on the Google you, you can still have a presence on the Map. If you search for “3600 W. Broad web with Google Sites. Never has it been St, Richmond, VA” and select street view, PROGRESS :. Volume 21, No. 2 11 Blending Classroom and Online Learning, Blending Local and Centralized Support (continued from page 7) ditional learner. The computer is a great ing their question to a forum site or blog ing, seeking second and third opinions on learning tool with much to add to learn- to receive suggestions from their peers. It’s a their education, we want to make sure that ing, but the computer is not for every- tough adjustment for some of our clients to they get the best advice. one. make, but it’s also rewarding. RJS: One of our (1001) goals in the JG: Whether learners are intent on new program is to make sure that the tu- pure distance learning without classroom A Stronger Support Network tors who work with learners are familiar or tutor help or embrace the blended ap- RJS: With the learner who has lim- with eLearn Virginia. There needs to be a proach, we aren’t putting all of our eggs in ited computer skills, more time has to more intimate association made between one basket as we manage their study plans. be spent in the beginning and when the the tutor and eLearnVA in order for tu- If online learning isn’t doing the trick, then learner works with a new program. As he tors to be able to converse about the pro- we recommend that eLearn clients try en- becomes more confident on the comput- gram and the learning opportunity with rolling in classes and we often ask the local er, the learner solves his own problems students. The tutor has to believe in the program to get in touch and offer services. and begins to ask the mentor some of “The mentor is the Likewise, we have many online learners the “how to” questions. The time spent who have been frustrated by the classroom. during a tutoring session on eLearnVA difference in the This kind of flexibility keeps the client flush technical concerns has been miniscule with learning opportunities and, hopefully, compared with the length (two hours) of eLearnVA program.”

making forward progress. a session with the student. RJS: I have eliminated some frustra- No matter how much or little time benefits, just as staff would, in order for tion by only recommending students to I spend with the enrolled individual, the the program to work for the students and eLearnVA after I have spent a good deal eLearnVA program is worth its weight in the organization. Tutors need to have of time interacting with them. Generally, gold! We are a small program with very the opportunity to participate in online when a student has problems using the limited resources and eLearnVA provides learning (such as online tutor training). online educational programs themselves, our learners with such a variety of learn- Once they have had a successful experi- it is because the student didn’t read the ing opportunities: all kinds of skills are ence, the tutors’ personal enthusiasm for directions. What I have found works best extended. online learning will be contagious and to address this is to sit with the student The mentor is the difference in the students will be more likely to expand in front of the computer and ask her to eLearnVA program. Students know that their horizons for personal learning. repeat what she had been doing. As we there is someone who will answer a ques- JG: Supporting an adult learner’s go through the work, step-by-step, that’s tion about their work. When some stu- online education experience makes all the when the student will admit, “Oh, I dents have tried other online learning difference in the success rate. We hope our didn’t read that!” I have found that when opportunities in the past, they felt aban- learners will be at least somewhat self-di- students go into a new application or doned! In fact, that negative experience rected, but they rarely start out that way. program, it is best to walk through the can turn some students off when eLearn- Regular emails and/or phone calls from e- program with them; that way we both VA is first mentioned to them. Knowing Learn’s online mentors are crucial, but it is learn about the program and how to that the mentor is there to help when the teamwork, or net effect of the support avoid any pitfalls. help is needed makes the difference. from the local program and learners’ rela- JG: During the intake process with po- JG: To make sure that the teacher, tionships with their mentors, that we see as tential eLearners, I often explain to them tutor, mentor, and program manager are the most significant aspect of our approach. that their mentor is going to be waiting in all on the same page about each learner’s Additional people offering encouragement the wings to provide support and feedback, goals and progress, eLearn provides a se- can really propel adult learners toward but, essentially, “the computer is your tu- cure online database. The mentor updates their goals. .: tor.” The responsibility is primarily on the each student’s profile with activity time and learners and the resources are at their fin- comments as needed and the local program Rhoda-Jo Stress serves as program manager gertips. Most of your learners’ questions can can pull up that information at any time. of Adult Literacy on the Middle Peninsula. be answered by going back into their email Just like our learners, we’re not using tech- She is a former program manager of Lit- records, re-reading instructions from you or nology to solve our problems. We’re address- eracy Volunteers of Gloucester, Inc. on the educational websites, filling in gaps ing community needs from multiple angles, Jason Guard is the GED Specialist at the in their knowledge with GED Connec- with multi-media and multiple perspec- Virginia Adult Learning Resource Center; videos, and, in the near future, post- tion tives. As our learners become more discern- he manages the eLearn Virginia program. 12 Winter/Spring 2009 .:PROGRESS

cussion groups, and social networks; and Conclusion complete individual digital portfolios us- The PlugGED In curriculum was ing the LinkedIn networking platform. created to help address the significant (continued from page 5) challenges facing both adult learners and Capstone Projects the field of adult basic education in Vir- crosoft Certified Desktop Support Tech- Capstone projects will help learners ginia. Since the project’s inception last nician (MCDST) training, or taking the integrate and apply knowledge and strat- spring, these challenges have become Customer Service Representative (CSR) egies learned from the PlugGED In core even more pronounced and the task of training. The intent of this approach is content. To successfully provide learners addressing them given more urgency by to maximize individual learner potential with the needed skills, Phase One will the bleak economic realities currently based upon the unique needs of learners include a mini-capstone project. Learn- facing the United States and the world. at varying skill levels. ers will explore and investigate issues that To effectively meet the grave challenges challenge the local community or relate facing our nation, it is essential that every to future jobs in the targeted workplace adult be prepared for the 21st century by environment. For the mini-capstone, a being provided opportunities to develop topic will be selected by the entire group the knowledge and skills needed to suc- of learners; then, small groups will work ceed in today’s complex global economy. collaboratively to complete a project re- The students in this first PlugGED lated to this topic. This approach allows In class have been given this opportu- for high levels of scaffolding and model- nity and, over the course of the next six ing by the program instructor. Learners months, will embark together on a chal- will also develop a better understanding lenging educational journey that, by July, 21st Century Skills of how different perspectives can influ- will give them new skills and new expe- Throughout the PlugGED In pro- ence solutions to the same problem as riences and prepare them for entry-level gram, learners will engage in activities each group presents different results. work at a local tech sector company like that emphasize the development of es- For the Phase Two final capstone Northrop Grumman or further educa- sential 21st century skills, which are bro- project, each team will focus on a differ- tion at a college like SVCC in nearby ken down into four integrated areas: ent topic of interest, following the same Richlands. One day, perhaps, as the suc- 1. Life and Career Skills, including process used in completing the mini- cess of the PlugGED In program spreads skills such as flexibility and adapt- capstone but working with less over- beyond Southwest Virginia, all adult ability, initiative and self-direction, sight from instructors. Additionally, each Virginians will be given the same oppor- and productivity and accountability group will prepare and deliver a formal tunity. .:

2. Learning and Innovation Skills, presentation of their project. PlugGED including skills such as creativity and In staff and learners, personnel from Dr. Richard Sebastian is Project Manager innovation, critical thinking and partner businesses, and other stakehold- for PlugGED In and eLearn Virginia and problem solving, and communica- ers may attend these presentations. Cap- Instructional Technology Specialist at the tion and collaboration stone projects will require learners to: Virginia Adult Learning Resource Center. 3. Information, Media, and Technol- 1. Identify an issue that is a challenge ogy Skills, including skills such as to the local community or related to information literacy, media literacy, future jobs in the targeted workplace and information communications environment(s). technology (ICT) literacy 2. Locate information from multiple 4. Core Subjects and Themes such as resources and in multiple formats re- reading, writing, and mathematics, lated to the identified challenge. as well as important subjects such as 3. Critically evaluate information to financial and health literacy determine that which is the most Initially, learners will be provided relevant, reliable, and accurate. with a framework for these skills that 4. Synthesize information from multi- U.S. Senator James Webb speaks to integrates the five essential knowledge ple perspectives across multiple for- PlugGED In student Kenneth McGlothin mats into a clear and concise presen- (top left). Above, PlugGED In students areas from the GED curriculum. Then, Brenda Stigge, Callie Fuller, Dayton Musick, learners will begin applying these skills as tation that will be delivered in both and Christie Hartsock prepare to share they engage in collaborative group activi- textual and oral formats. their stories at the PlugGED In Kick-off ties and capstone projects; participate in 5. Communicate the results, addressing Celebration in Lebanon. online communities, such as blogs, dis- the challenge with a strategic plan. (photos courtesy of Dreama Campbell) PROGRESS :. Volume 21, No. 2 13 The Global Achievement Gap written by Tony Wagner / reviewed by Hillary Major Tony Wagner begins The Global most fall woefully short in the teaching group planning, and other development Achievement Gap with “some facts we of critical thinking and communication activities and that these teacher invest- need to face” about education in the and barely address skills such as initia- ment strategies seem to be paying off. United States. Among them: tive, adaptability, or collaboration. In- Toward the end of the book, Wagner • The U.S. high school graduation rate struction hasn’t changed, but workplaces describes several model programs. One of is about 70 percent, with a smaller have. (Schools aren’t failing, Wagner these is High Tech High, where instruc- percentage of students graduating in quips; rather, they are obsolete.) Wagner tion, often led by teamed teachers, is in- the U.S. than in Denmark, Japan, attributes some of the blame to how we formed by the inquiry process and focus- Poland, or Italy. evaluate learning, criticizing most Amer- es on facilitating project-based learning. • A post-secondary education is re- ican standardized tests for rewarding rote Students research current events, create quired for “an estimated 85 percent memorization rather than application Rube Goldberg devices to illustrate the of current jobs and almost 90 per- and repetition over problem-solving. He laws of physics, and write in-depth po- cent of the fastest-growing and best- finds that other countries’ tests tend to sition papers as part of a mock trial ac- paying jobs” (p. xx). incorporate far fewer multiple choice cusing Harry Truman of war crimes. • Two-thirds of high school gradu- questions and demand instead “real Students also intern in the community ates are not “college ready,” and 40 world” applications. Wagner finds that and are responsible for creating products percent of all college entrants are re- most American classrooms need more ranging from a business manual for an quired to take remedial courses. academic rigor even while questioning engineering firm to an interactive mu- • In surveys of employers, neither to- what constitutes rigor. “In today’s world,” seum display to a storage and shelving day’s high school nor college gradu- he writes, “it’s no longer how much you system for a local nonprofit. While Wag- ates are considered to be well-pre- know that matters; it’s what you can do ner mostly profiles newer high school pared for the workplace. with what you know” (p. 111). Wagner programs, most can point to measurable Wagner quotes Thomas Friedman’s The also spends considerable time discussing positive results that are relevant to adult World is Flat when he explains that, in the different motivations of a younger education. Wagner challenges educators the global economy, any blue or white generation of learners. at every level to think more deeply about collar job “that can be broken down Wagner spent ten years as a high the impact technological, economic, and into a routine … can now be exported school teacher, two as a K-8 principal, and social changes have (or should have) on to other countries” (p. xiv). After inter- several working for nonprofits including schools and classrooms. viewing numerous employers to research the Bill & Melinda Gates Foundation. Many of the educational solutions the skills needed in today’s workplace, Wagner’s personal story will seem famil- Wagner proposes in The Global Achieve- Wagner presents a list of “Seven Survival iar to many educators. He acknowledges ment Gap would require serious com- Skills” that he believes are vital for stu- how unprepared he felt after completing mitments from multiple stakeholders; dents, workers, and citizens in the 21st his undergraduate teacher preparation in fact, Wagner believes this dialogue is century, stressing that these skill sets are program and describes both his nervous- critical in addressing an ongoing crisis. increasingly expected by all employers: ness facing a principal’s observation as a Some of his recommendations, however, • Critical Thinking and Problem- new teacher and his disappointment in can be implemented with little cost at Solving the feedback process afterward. These the classroom level: “I have consistently • Collaboration across Networks and experiences inform Wagner’s arguments found,” writes Wagner, “that the kinds Leading by Influence when he emphasizes how important pro- of questions students are asked and the • Agility and Adaptability fessional development is for both teach- extent to which a teacher challenges stu- • Initiative and Entrepreneurialism ers and administrators and how rare op- dents to explain their thinking or expand • Effective Oral and Written Commu- portunities for meaningful PD can be in on their answers are reliable indicators of nication a typical school year. Wagner is a strong intellectual rigor in a class” (p. 53). Wag- • Accessing and Analyzing Information proponent of using video to record in- ner makes a compelling case for change • Curiosity and Imagination struction and bring teachers together to in the ways we teach, think about teach- After describing the need to equip all provide meaningful feedback for each ing and learning, and evaluate learn- learners with these seven skills, Wagner other. He anticipates the recent National ing gains; he aims for a book that will describes why “even our best schools” are Staff Development Council report by speak to (and bring together) educators, not meeting this need today. He takes a noting that teachers in most countries business leaders, and policy makers. The closer look at both troubled and outward- outside of the U.S. spend considerably Global Achievement Gap is a volume ly successful schools, discovering that more of their working time in planning, worth reading and sharing. .: 14 Winter/Spring 2009 .:PROGRESS Engaging the Online Learner: Activities and Resources for Creative Instruction written by Rita-Marie Conrad and J. Ana Donaldson / reviewed by Judy Zimmerman For the last twenty years or so, Amer- learner and instructor in each phase. Cor- ican secondary and higher education has related to these – the phases of engage- experienced a paradigm shift that em- ment and the progressive roles of student phasizes a learner-centered approach to and teacher – is a basic framework for or- education. Teachers now ask questions ganizing activities along the continuum about how students learn and how to of engagement (pp. 14-15). Using these engage them in the process of learning, constructs, online instructors can devel- rather than focusing on how to teach op or plan activities appropriate to each students. Another paradigm shift taking phase and thus help learners, with time, place is the introduction of technology take responsibility for their learning. As and the myriad ways it can be integrated the authors note, “engaged learning does into teaching and learning. Technology, not simply happen. It requires ‘architec- and more specifically online learning, is tural engineering’ by the instructor” (p. revolutionizing the ways in which we de- 13). There is also a brief discussion on liver our strategies to help students learn. how to choose appropriate online tools The more technology evolves and our fi- and a useful discussion on incorporating nesse in using it grows, the more we need assessment. to think about how our students learn Part II, which contains the bulk of within the realm of technology and how the book, offers 50 or so practical activi- to engage them in the learning process. ties collected from teachers throughout Long-time professionals of online the U.S. The activities are widely adapt- learning Rita-Marie Conrad and J. Ana able games and icebreakers arranged ac- Donaldson address these very issues in cording to levels of facility and models their book, Engaging the Online Learner. of engagement. For example, the first ac- For some readers, the authors’ coupling of tivities provide games for learning basic “engaged learning” and “online learning” skills such as mousing and elementary may seem contradictory. The interface principles of library research before pro- of an online course might seem destined gressing to activities designed towards for passive consumption and disengaged, developing motivated, independent, and even alienated learning in an online en- engaged learners. Similarly, the exercises vironment. But the authors argue that ascend from “authentic activities” to “re- success in online courses demands that flective activities” and finally to “learner- students “be active knowledge-genera- led activities.” Each exercise is organized tors who assume responsibility for con- according to task, objective, author, and structing and managing their own learn- method, followed by instructions and the ing experience” (p. 7). Towards that end, activity author’s note. Some contributors the book offers a structured approach to even included the potential pitfalls of an developing independent, active learning activity. Most of the exercises are clearly spaces where teachers serve as creative presented and easily adaptable. “activity architects” (p. 12). Whether you are teaching web-based The book is divided into two parts, or web-augmented classes, Engaging the the first one providing a brief theoreti- Online Learner should prove to be a use- cal background of engaged learning, in- ful resource. Overall, this slim volume is cluding a helpful checklist of its key ele- an easy read and a good reference book to ments in an online environment (p. 8). A have on hand. .: framework of “phases of engagement” in online learning (p. 11) is also presented, Judy Zimmerman is a mentor for eLearn along with descriptions of each of the Virginia. four phases and the attending roles of the PROGRESS :. Volume 21, No. 2 15 Virginia Adult Learning Resource Center Virginia Commonwealth University 3600 West Broad Street, Suite 669 Richmond, VA 23230-4930

Training Videos for Volunteer Tutors Now Online by Victoire Gerkens Sanborn

Americorps volunteers from the Literacy The eight videos are accompanied Council of Northern Virginia, and the with a transcript, samples of graphic or- images in the opening and closing credits ganizers, and detailed information about used actual tutors and students from the the Language Experience Approach organization. (LEA). Designed for volunteer tutors, Each video is short (from 30 seconds they can be used by adult education to 2 minutes in length) so that volun- teachers as well. You may also view the teers with outdated computer equip- videos at this YouTube link: ment can still easily view them. The http://www.youtube.com/user/vsanbor LEA steps illustrated by each video are: In 2007-2008, Interface Media Victoire Gerkens Sanborn is Literacy Spe- Group, a television, ﬁlm, video produc- 1. Preliminary discussion; cialist at the Virginia Adult Learning Re- tion, and post-production company in 2. Activating prior knowledge and source Center. Washington D.C., created eight videos using a K-W-L chart; for the Virginia Literacy Foundation to 3. Further discussion after the student use in the Resource Center’s Online Tu- learns more about the topic; tor Training Workshop (http://adultlit- 4. Creating a story using a graphic eracytutor.blogspot.com/). This in-kind organizer; contribution is worth over $9,600 in 5. Dictating the story; ﬁlming and editing. The videos follow a 6. Reading the story using echo tutor and student as they go through the reading; steps of creating a language experience 7. Using word skills activities; and story. The actors, all amateurs, were two 8. Transferring reading strategies.