NIFL-Workplace Colleagues,

I conducted an informal online survey on the use of technology in 
workplace education programs  in mid-May, 2004.  20 NIFL-Workplace 
subscribers, workplace education practitioners from across the country, 
participated.  Below is a summary of their responses by question.

I wonder what strikes you -- if anything -- as innovative ?  Is there 
something from this survey that intrigues you, that you would like to 
explore for your own workplace education program?  If so, what?

I, for one, love the idea of using Google Image to find workplace 
education images to teach basic work-related vocabulary.  Is this an 
innovation?

David J. Rosen
djrosen at comcast.net




1. How do you use technology in your workplace literacy program now?

a. Basic computer literacy, e.g. opening, reading, replying to and 
writing e-mail messages in Outlook 3, very basic Internet navigation, 
etc.

b. Helping students learn how to use software tools:
• Keyboarding, for example, to help students pay attention to letters 
in a word
• word processing, for example to type essays or stories
• spreadsheet skills
• Powerpoint presentations
• E-mail: Students e-mail each other, family and friends, and the 
instructor
• Web editor software to design one’s own Web site

c. Instructional software (see question 2 for specific examples)
• Individual plans created for each learner in a computer-aided 
instruction environment at a drop-in learning center in a shopping mall
• Vocational ESL software
• Individualized instruction to meet individual needs, in the classroom 
setting
• Websites for instruction, e.g. in spelling, vocabulary development, 
reading. etc,
• Online courses with Web-based resources, e.g. using the course 
platform, Blackboard

d. Job skills Training in how to use office software
• MS Office Certification program

e. Software for reporting program data

f. Hardware
• A resource center with computers and Internet access for participants
• Calculators
• VCR’s and videotapes
• Overhead projector
• Laptop computers

g. The Worldwide Web
• Research, e.g. how to look things up on the Web
• Using “Google image” for pictures of concrete words, for example 
objects used at work (Try, for example, “safety signs” or “micrometer”)
• Using the Merriam-Webster Web site so learners can hear 
pronunciations of words they don’t know how to read


2. What software do you find most worthwhile?

• Skillsbank 4 (Basic Skills Integrated Learning System)
• Rosetta Stone (Introductory ESOL software)
• English Mastery (American Language Academy program, for more advanced 
students)
• Working Phonics (for literacy students)
• TOEC American Pronunciation
• Choices
• WorkWorld
• Microsoft programs, e.g. Ms Office Suite, MSWord, MS Excel, Messenger 
(email software)
• Mavis Beacon Teaches Typing
• Focus on Grammar
• Learn to Speak English
• Word Attack Plus
• New Oxford Picture Dictionary
• Dreamweaver (for web-page design)
• Photoshop
• Acrobat Professional
• Lotus Notes
• WebCT  and Blackboard (online courseware platforms)
• Flash
• Respondus Lite
• Workplace Essential Skills (an instructional program which has print, 
online and video components)
• GED Prep
• BEST Plus (a new, computer-based ESOL assessment)
• An interactive Spanish/English dictionary
• Web browsers such as Internet Explorer and Netscape
• Antivirus software
• MOS WORD

3. Are you using distance learning?

Three of twenty respondents said “yes.”  One, in Illinois, said DL is 
used by a few GED learners. Two employees registered for GED Illinois 
Online www.gedillinois.org.  Another practiioner said they use 
Blackboard where they design online exercises in which students can 
post their own comments, papers and find their grades.

4. How do you plan to expand the use of technology in your workplace 
literacy program?

Many responded with expansion or upgrading of current hardware and 
software and connectivity.  Some mentioned strategic planning. One 
respondent mentioned the expansion of a portable lab.  One found free 
Internet software more valuable than commercial software because 
students can access the material from home or the library.

5. Has any research or evaluation been done on the outcomes of using 
technology in your workplace literacy program?

No research.  Some have done evaluation.  Some use pre-post 
standardized tests.  Some have anecdotal evidence of success.