Out of every 10 teachers in k-12 in the US, less than 2 are systematically integrating technology in their classroom. In adult education this number is significantly lower. In addition to lack of hardware, software and access challenges, the majority of teachers who have access basically use technology for retrieving information. The vast majority of ABE and family literacy teachers and administrators do not know how to incorporate technology to enhance learning outcomes of their learners. There are only a small number of projects in this field focus on providing professional development or resources for this purpose. National LINCS, Regional Technology Centers and state partners have developed a strong network in order to take a lead regarding this effort in the country.
As part of their year 3 requirement and year 4 continuations, the LINCS Regional Technology Centers (RTC), in conjunction with their state partners are designing several Pilot Projects. The focus of these projects is to integrate technology into teaching and professional development in various settings within family literacy and adult education. The goals of the pilots are to examine the effectiveness of technology models, methods, mechanisms, structures, and resources for use in enhancing teaching and learning outcomes.
Each RTC is required to document the entire process, collect data of learning outcomes through pre- and post-surveys, and evaluate the impact of the project based on the initial goal(s) of the project. The final reports for the Pilot Projects will include analyzing the challenges and effectiveness of integrating technology into adult education settings, procedures for modifying the project design, and plans for disseminating the results in their region.
The fourteen proposed Pilot Projects included developing interactive multi-media tools, lesson plans, websites, curriculum materials, products and practical information on integrating technology into the Adult Education classrooms and Family Literacy programs. The pilots will focus on addressing the needs of teachers, tutors, trainers and students.
Check below for specific information on the various Pilot Projects. Next year, LINCS will work with selected States to implement successful Pilot Projects. States are encouraged to contact their LINCS Regional Technology Center for more information on the Pilots Projects.
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Midwest LINCS Regional Technology Center
Tim Ponder
Email: tponder@zhost.net
Researched Based Reading Instruction with Computers
Focus/Description: The workshop/course focuses on the latest brain and reading research to provide guides to creating activates to address teaching people to read. Phonics, phonemic awareness, decoding skills, comprehension and word identification are several of the topics covered. There are two tracks within this project: one focusing on teaching in an Adult Education setting, and the other on teaching in a Family Literacy setting. Content for the modules was developed by Jeri A. Levesque,Ed.D. - Associate Professor, Webster University; Program Evaluator, LIFT-Missouri. This project is based on the existing training, outlined at http://www.lift-missouri.org/workshops/ctel/ctel.html.
Target Audience: Family Literacy practitioners and Adult Literacy Practitioners
Time Commitment: This training will be conducted face-to-face, as well as online. The self-directed track will require approximately 12 hours of participant time. A facilitated track is planned for the future, and will require approximately 15 hours of participant time.
Intended Outcomes: Participants will gain a better understanding of current reading research, strategies to use in teaching reading, and practical examples of methods to use to teach reading using technology.
Learning Object Development Support
Focus/Description: Learning objects are web based interactive learning activities designed to be integrated into instruction. After being trained by the Wisconsin Online staff on the development and application of learning objects, Regional Technology Center Staff will develop an online resource where interested individuals can reference Learning Object development and support. In addition, RTC staff will be able to provide support to states to aid in adapting current materials and developing new learning objects to fill gaps in the current collections and special needs of teachers. For more information about Learning Objects, go to: http://www.wisc-online.com/index.htm.
Target Audience: Teachers and Content Developers interested in creating Learning Objects.
Time Commitment: Training time will vary on whether or not States want Instructional Support or Technical Support Training - 8 hours for one-d ay/16 hours for two days. Development and training times will vary for various projects.
Intended Outcomes: A web based resource demonstrating how the use of these learning objects can be integrated into teaching and learning and support to states to develop different kinds of learning objects for their programs.
Teaching Numeracy with Learning Objects
Focus/Description: The goal of this project is to create an online resource providing step-by-step guidelines in using learning objects. An existing lesson or set of instructional materials, focusing on Numeracy will be used as the basis for this project. An existing learning object will be integrated into this activity, and a new learning object will be created as a supplement. The result will be a well-documented, thorough step-by-step process for using learning objects. Topics will include adapting curriculum, selecting learning objects, creation of a learning object and instructional strategies to aid in success. In addition, a ready to use lesson will be available as a result of this process. Instructors will be provided the tools for a better understanding of how learning objects can contribute to their instruction.
Target Audience: Teachers and Content Developers who have taken the Learning Object Development Support training.
Time Commitment: Varies depending on the needs of the Teachers and Content Developers, approximately 8 hour initial training.
Intended Outcomes: An online resource providing step-by-step guidelines in using learning objects.
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Southern LINCS Regional Technology Center
Jean Stephens, jjstephe@utk.edu; and Chas Durant, cdurant1@utk.edu
Learner Evaluation of Web Resources
Focus/Description: Staff conducts a 1-1 ½ hour session on web searching, LINCS and evaluation of web sites. This initial training includes a pre-test survey on web usage. Students will be given a list of criteria questions to apply to websites as they search (1/2 - 1 hr/week) over the course of six weeks. A post-test survey and evaluation are given at the end of that time period.
Target Audience: Mid/high Level Learners in ABE/GED classrooms
Time Commitment: For trainer: 1-1 ½ for initial training. Follow-up after six weeks.
For teacher/student: 1-1 ½ for initial training, 1- 1 ½ hours per week for free searching, 30 minutes for follow-up survey and evaluation
Intended Outcomes: Improve learner searching skills; Improve learner evaluation skills; Identify web resources for a LINCS learner site.
Integrating Technology in the Classroom Online
Focus/Description: This online facilitated course will explore many topics on technology in the adult education classroom including web design, web resources, lesson planning, and creating a technology plan. Assignments and use of a discussion board are integrated into the course. This project will serve as an alternative to face-to-face professional development workshops across the state.
Target Audience: ABE and ESOL Teachers
Time Commitment: Eight weeks, two hours per week.
Intended outcomes: Increase teachers' use of technology; Inform teachers on ways to take technology into their classrooms.
Note: This course will be available in September 2003 for Virginia teachers. Currently Virginia uses its own platform for online courses; however, this course may be adapted to other platforms.
Introduction to ABE - Pre-service Training
Focus/Description: Materials that was formerly delivered in face-to-face peer training will be put online. New teachers who are required to take this training will now have an alternative way to access the orientation material.
Target Audience: New ABE Teachers in West Virginia
Time Commitment: Varies. This is an online training module that can be taken at the teacher's own pace.
Intended Outcomes: Increase teacher access to orientation, pre-service materials. Demonstrate LINCS as "the place to go for resources."
Note: Although this material is designed for West Virginia teachers, much of the material will be applicable for teachers in other states and could be adapted. This online training module will be available in December 2003.
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Western/Pacific LINCS Regional Technology Center
Paul Heavenridge
Email: pheaven@literacynet.org
Nevada EL/Civics Programs using Web Resources for Instruction
Focus/Description: In Phase One, a team of learners and teachers will use LINCS resources to create an online State Specific EL/Civics Website and Easy Voter resource guide. Topics include information on election and civics. Instructors will provide content, and curriculum to be shared by all programs in Nevada. Students and instructors will receive training on how to access the web, how to do web searches, how to use the LINCS resources, to collect and create materials for the EL/Civics website, and how to use the LINCS database to research material produced by other programs. Phase Two will include implementation of the site in all eight funded EL/Civics programs statewide plus a select number of ABE programs. In addition, this pilot will help other states develop a support website and listserv for EL/Civics programs and also an Easy Voter website that can be customized.
Target Audience: Adult and ESL Learners, and Adult Education and Literacy practitioners.
Intended outcomes: A State Specific EL/Civics Website and Easy Voter resource guide.
Time Commitment: Time commitment for instructors will be approximately 60 hours gathering material and developing the website. Students will spend approximately 25 hours reviewing the material as posted on the site and assisting in designing the site for easy access and comprehension.
Cortez Colorado Adult Education program (ABE/Native American)
Focus/Description: Phase One of this pilot includes a project-based program where adult education instructors and the learners will work jointly on developing low skill level literacy local legal information, with curriculum and guides. Participants will use LINCS resources to gather existing low literacy legal material and research other like programs. This project will develop a low literacy legal website that provides legal education and resources for the Southwest Corners region of Colorado, New Mexico, Arizona and Utah. Based on the result of this project, the Phase Two plan will be developed to integrate the project by adapting it for other states and or jurisdictions. In Phase Two, the site will be tested and evaluated with learners and instructors in four programs. All participants will be given basic computer skills training, taught how to access and search the Web, and how to use the legal website.
Target Audience: Community Education Program Administrators, Teachers, Students and Staff.
Time Commitment: Varies depending on the amount of time needed to recruit learners and local Community members including lawyers, and time required to conduct research on legal information and other resources using LINCS. Site will be completed by 9/03.
Intended Outcomes: A website that contains low literacy local legal information
Healthy Families: Family Health Literacy
Focus/Description: Parent education and consultation support from medical and educational professionals to build strong families making life better for children, neighborhoods and the broader civic community. The Saint Vincent Day Home website will include web versions of the new family health materials for parents with low literacy skills. Materials will use LINCS resources, including the Health Special Collection, to gather literacy material and the LINCS database to research material produced by other programs.
Target Audience: Saint Vincent Day Home administrators, staff, tutors and learners.
Time Commitment: Focus group and website was completed on 12/03.
Intended Outcomes: Produce parent learner website with low literacy healthy family materials and teaching strategies for staff.
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Eastern LINCS Regional Technology Center
Tim Ponder
Email: tponder@zhost.net
Integrating Computer Technology into the Classroom
Focus/Description: This online course guides adult education and literacy practitioners through ways to integrate computer technology into the classroom. Participants will explore: different types of computer software, use of the Internet, LINCS (Literacy Information aNd Communication System) and how to develop computer based learning activities. Example of lessons to use and valuable Web sites will be provided. Participants will be required to complete quizzes, participate in online discussions, take an Internet scavenger hunt, create an acceptable use policy and develop a final lesson plan.
Target Audience: Adult Education and Literacy Practitioners, Managers and Administrators
Time Commitment: This online course is offered in five units over a four-week period. The course can be scheduled to begin at any time.
Intended Outcomes: Participants will gain an in depth understanding of how to integrate technology into their classrooms. A final project will include the creation of an acceptable use policy and a lesson plan.
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Northwestern LINCS Regional Technology Center
Linda L. Eckert
Email: leckert@literacynet.org
Incorporating Technology into English Literacy Programs
Focus/Description: This project demonstrates how teachers use the Alaska LINCS website in planning and delivering classroom lessons in English Literacy. Teachers conducted experimental classes and used LINCS materials to develop lesson plans. Lesson plans were developed for two different settings - one urban and one rural. These lesson plans help teachers integrate and use LINCS in the instructional process. To understand the issues involved when using Internet resources in the adult education classroom, the participants of the project created this report. The report helps to guide instructors about the benefits and pitfalls of Internet resources.
Target Audience: English Literacy and ESL Adult Education Teachers
Time Commitment: 200 hours per instructor for delivery of experimental and treatment classes. (Classes are 100 hours each - 10 hours/week:10 weeks. There will be 2 classes and 2 instructors).
Intended outcomes: Lesson plans that integrate the use of LINCS into the instructional process.
Math Transition
Focus/Description: A strategy for Program Improvement as it pertains to successfully transitioning ABE Math students to Community College Regular Math classes.
Target Audience: Wyoming ABE Students and Instructors.
Time Commitment: 3 months.
Intended Outcomes:The purpose of this project is to publish the useable portions of Wyoming’s finding in the NW Quality Initiative research on the Wyoming NW LINCS web site to enable Wyoming to go to scale with the Initiative. A second part of the project will concentrate on completing lesson plans Wyoming practitioners have already submitted to the pilot coordinator, so that they may be put on the web. Also, the pilot coordinator will continue soliciting other lessons for use on the web from Wyoming practitioners.
Adult Literacy /ESL Lesson for Parents as first Teachers for Children
Focus/Description: The Oregon Family Literacy project will create lessons to assist parents in their role as their child's first and best teacher using technology. Twenty-seven families will work to develop and implement lessons on literacy development, emergent literacy, parenting & child development using LINCS resources and technology. Many of the sessions will be video taped for inclusion on the final web site.
Target Audience: Adult Literacy/ESL Parents and Teachers
Time Commitment: This project will take approximately three months to complete.
Intended Outcomes: Development of Emergent Literacy, Parenting, and Child Development lesson plans and curriculum using LINCS resources and technology to be published.
Billings Adult Education Center Integration of LINCS
Focus/Description: The project will develop and integrate Internet-based curriculum into the Billings Center's existing curriculum. Objectives include creating cross-curricular lessons using Internet technology, publishing this curriculum on LINCS, and training other ABLE sites on its use. This in-service training project is meant to serve both rural and urban populations of Montana, tapping into the Internet and distance learning.
Target Audience: GED, ESL and Adult Education Teachers
Time Commitment: A full quarter, three months of participation in classes, via NetMeeting, face-to-face meetings and conference calls.
Intended Outcomes: Development of cross-curricular lessons using Internet technology. Preparing these lessons for publishing on LINCS, and training other ABLE sites on its use.
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REGIONAL PILOT PROGRAMS