The Internet for Beginners:
A Staff Development Model for Adult Education Practitioners

David J. Rosen. Ed.D., Director
Adult Literacy Resource Institute
Boston, Massachusetts
September 30, 1996

This is a staff development model designed to help adult literacy/basic education/ESOL practitioners who have little or no experience using the Internet or computers. The model is based on research I carried out through a fellowship from the National Institute for Literacy in 1995-1996. The model was successfully piloted in the Spring of 1996 with 32 adult literacy/basic education/ESOL practitioners from the greater Boston area. A full evaluation of its impact will be conducted in the Winter or Spring of 1997.

Participants

Adult literacy/basic education/ESOL practitioners

Overall Goals

As a result of this staff development experience participants should:

1. feel comfortable using computer hardware and Internet software;

2. begin to use e-mail, listservs, Web sites and Usenet groups;

3. be excited about using these tools for themselves and with their students;

4. have at least one compelling purpose for using the Internet; and

5. feel confident enough in using computers and the Internet
to solve, or get help in solving, their software and hardware problems.

Format

Participant Learning Objectives for the Two-day Training

1. In a large group presentation (using LCD/Overhead) participants will see at least 5 useful and engaging ABE or ESOL Web sites and consider how they might use them with their students or colleagues.

In a hands-on computer laboratory, participants will:

2. Use e-mail to send and receive messages, and to send attached files;

3. Subscribe, and then before the end of training unsubscribe, to at least one ABE/ESOL-related listserv;

4. Install and configure a Web browser such as Netscape and the software needed to graphically connect to an Internet Service Provider;

5. Use Telnet;

6. Use search engines (such as Yahoo, Infoseek or Altavista to find web pages on a topic of personal or professional interest;

7. Use FTP, and Gopher; and

8. Subscribe and unsubscribe to a Usenet group.

Homework

1. Using a prepared list of ABE/ESOL Websites (The Literacy List, or Adult Literacy Starter World Wide Web Pages, Tom Eland's Internet Directory of Literacy and Adult Education or other such list ), and a computer with a graphic user interface(GUI) browser such as Netscape or Mosaic become familiar with good Web sites by writing brief "Webliography" reviews for at least five sites. (See attached sample Webliography.)

2. Prepare a lesson plan for students or colleagues based on a Web site.

Day One Activities

1) Introduction of participants and presenters; setting of participants' goals and objectives (reviewing the objectives listed above and asking participants for other goals and objectives which they may have); overview of training; description of follow-up technical assistance (1/2 hour presentation and discussion)

2) Basic introduction to computers and the Internet (1 - 1 1/2 hours of presentation and questions) Depending on the participants, this might include basic information about how a computer works, what a modem is and how it works, what the Internet is, and what a browser is.

3) Hands-on in the computer lab: introduction to e-mail. Each participant will learn to use a basic e-mail program such as PINE or Eudora , will compose and send messages to someone who will immediately respond, and then will send messages to other participants. They will also practice sending files, and will subscribe to a listserv. ( 1 hour)

Lunch

4) Hands-on in the computer lab: introduction to using a GUI browser (e.g. Netscape) including basic buttons, and at least two search engines (1 hour guided practice)

5) Installing and configuring connectivity software and a browser (1 hour guided practice)

6) Practice browsing Web sites -- beginning homework (1 1/2 hour independent practice with Website lists and technical assistance available)

For homework, participants prepare 5 short Web site reviews and a lesson plan and bring these in sufficient copies for all participants and instructors to the second day of training.

Day Two Activities

1) Large group discussion of problems encountered during practice, and demonstration of solutions where possible. Also, discussion of opportunities, content, and resources discovered which might be useful to other participants, their colleagues, or their students. Participants also pass out and discuss their Web site reviews. (1 - 2 hours)

2) Guided practice in the lab: Introduction to FTP and Gopher (1 hour)

Lunch

3) Guided practice in the lab: subscribing to Usenet groups (1/2 hour)

4) Discussion of lesson plans (1 1/2 hours)

5) Demonstration of other Internet features or time for further independent practice in the lab.

Selection of Participants

I recommend using a written application process to select participants so that the training will be of most benefit. In the application, they should verify that they have easy and regular access to a computer connected to a modem, telephone and Internet Service Provider; and that they have an Internet account. Unfortunately, teachers are sometimes promised hardware, software, or Internet accounts which do not materialize until months later, if at all, and participants soon forget skills learned in training when they cannot be applied. So it is important that they already have an Internet account when they apply for training.

Participants also need to identify their needs or purposes for learning to use the Internet. Without compelling purposes teachers often do not persevere to overcome the obstacles in learning or using these electronic tools.

Teachers who are selected should discuss their attending this training with the person who supervises them. If possible, the administrators should attend training first so they understand the value of using the Internet, and also what is involved. This may lead to their being more supportive of the teachers' use of the Internet.

Finally, if possible, the training sessions should be leveled, with beginners in one group, those who are comfortable with computers but new to the Internet in another, and more experienced Internet users in a different kind of training altogether.

Training Hardware and Software

Training should take place in a lab setting, with an LCD or InFocus large screen projector available. Use the same hardware (at least the same platform) and software as the teachers will be using at the worksites. This is critical for those who have not had much experience using computers.

Learning Styles

People have different learning styles. Some prefer having print materials. Some like to get to work hands-on as soon as possible. Some benefit from hearing presentations or seeing video introduction/demonstrations. Vary the ways participants can get the information and skills they need.

Technical Assistance

In the three weeks between the two days of training, provide technical assistance by telephone, and if possible on-site. Encourage participants to arrange their computers, if possible, so that there is another telephone line (or cordless or cellular telephone) nearby so they can talk by voice phone with a technical assistance person while proceeding step-by-step through on-screen problem-solving. The technical assistance person (or team) should include someone who can sympathetically answer beginners' questions which may not be well-formed and may not include the correct terms. Encourage participants to choose or find a "techno-buddy," someone who is a step or two ahead in the use of the Internet, someone they like and trust, with whom they can solve problems.

Documentation

For the first day of training prepare clearly written one- or two-pagers ("cheat sheets") which have a minimum of jargon, screen illustrations of steps to be performed, a glossary of technical terms, and a good index. Also, provide a short list of helpful Internet books and online help resources. (See online resources at the end of The Literacy List, attached.)

Practice

Participants need time -- ideally paid time -- to practice using these new skills on their own computers in the classroom, office and/or home. Even successful training sessions amount to very little if participants can't practice during training and afterwards -- and solidly learn -- the new skills. Provide an Internet account -- at least for the first year -- and an ample or unlimited number of hours on the Internet account so, as one teacher put it, they don't feel that "the meter is running."

Feelings

Teachers have strong feelings about the Internet (and computer technology) in their lives. These feelings of enthusiasm and empowerment, on one hand, and fear and frustration, on the other, affect Internet use. Encourage teachers to discuss their feelings -- if they wish -- during the training.

Fearless Experimentation

Just as we want students to become independent, resourceful, self-sufficient learners -- people who can learn on their own, but who are also not afraid to ask for help from others -- we must also foster an attitude of fearless experimentation among their teachers who attend Internet training.

APPENDIX

The Literacy List
http://www2.wgbh.org/MBCWEIS/LTC/ALRI/LiteracyList.html

Webliography
http://www2.wgbh.org/MBCWEIS/LTC/ALRI/webliography.html