Michael Matos

Technology Project Manager

Chicago Citywide Literacy Coalition

To help educators differentiate

instruction and accelerate learning, improve the use of technology to communicate and solve problems

while increasing learners’ digital literacy, access, and 21st-century skills.

Project Purpose

The Illinois Digital Learning Lab

The Illinois Digital Learning Lab is a community of adult educators teaching across ABE, ASE, HSE, ESL/ELL, and Workforce Training programs in the state of Illinois. The Lab’s goal is to experiment with digital resources and tools and technology to serve the needs of our students. IDLL supports educators and programs across the state of Illinois who are closest to adult learners to serve as innovators exploring new ways of engaging adult learners in and out of the classroom. Educators work in small cohorts comprising 26 instructor participants, each supported by a subject matter expert to help guide them through the experimentation process. Digital tools and technology offer the promise to improve the effectiveness and reach of adult education. Chicago Citywide Literacy Coalition is undertaking this effort with generous support from the Grand Victoria Foundation.

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The Illinois Digital Learning Lab

The Illinois Digital Learning Lab 2019-2020 launched on August 16th, 2019 when more than 40 adult educators, educational technology experts and stakeholders gathered at Heartland Community College in Bloomington Illinois.

Participants were exposed to learning tools that they could use in their adult educational settings, such as Burlington Core, i-Pathways and Northstar. All of these tools were made available at no cost to IDLL participants. Educators gathered in their “sprint cohorts,” each of the five cohorts consists of 5-6 educators that are all experimenting with technology to help adult learners increase their basic skills and close the digital divide during 3 sprints (about 3-4 months each).

The cohorts meet monthly via Zoom to share ideas and discuss lessons learned as they implement the new technologies provided through the IDLL. Educators work in small cohorts, each supported by a subject matter expert (SME) to help guide them through the experimentation process.

The Illinois Digital Learning Lab

The Illinois Digital Learning Lab marked the midpoint of the project with event workshops, adult educators in the IDLL present successes and best practices building technology-rich classroom environments that integrate digital problem-solving. To help educators differentiate instruction and accelerate learning, improving the use of technology to communicate and solve problems while increasing learners’ digital literacy, access, and 21st-century skills.

Experimentation supporting the five cohort hypothesis was showcased. Our midpoint events (3 locations statewide) and presentations engaged, activated, and delivered ideas, activities and variations. These were excellent networking occasions.

There were unique presentations in each of the three dates and locations delivered by IDLL participants.

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Tech Visits

Our Lab participants in blended learning, hybrid and at-a-distance approaches have been using a variety of learning resources with their learners through a variety of technology tools.

Implemented Technology & Resources

Technology Tools

• Chromebooks
• Laptops
• Tablets (Android and IOS)
• Desktops
• Smartboards
• VR Headsets and hand Controls
• Students’ own devices:
• Smartphones
• Refurbished computers made available to clients

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Learning Resources

• Northstar Digital Literacy Assessments & Curriculum
• Google applications: Docs, Forms, and Slides, Applied Digital Skills, Classroom, Google Meets
• Various educational resources: Burlington Core, Kahoot, Quizizz, Quizlet Live, GCF Learnfree, Read Naturally Live, Learning Upgrade
• Last but not least … Zoom!

Some resources with Quantitative and Qualitative Results

Resources

• Burlington English
• Google Applied Digital Skills
• Google Classroom
• NRP Online Learning
• i-Pathways
• Learning Upgrade
• Northstar

Quantitative and Qualitative

• Surveys Conducted
• Learner & Instructor Discussions
• Data-SMS:
• Increased number of learners using resource
• Increased hours using tech for learning and more in and out of the classroom
• Learning level increases
• Increased completion of activities / modules
• Increased learner/instructor communications

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Initial IDLL results varied surveys and Northstar

• About 17% of all tested seem to have little or no computer literacy skills even before a Basic Level.
• About 28% of all tested have a Basic Level
• About 40% of all tested have an Intermediate Level
• About 15% of all tested have a Proficient Level

After some analysis of monthly reports and Northstar completions and looking at these skill levels below:

• Basic – Foundational computer literacy skills
• Intermediate – Computer literacy and competency beyond the foundational level
• Proficient – Computer literacy and competency beyond the intermediate level applied in educational and work settings.

Northstar - IDLL results

• Over 1,700 Northstar Assessments Taken
• Over 430 Northstar Assessments Passed
• Over 750 Northstar Certificates Earned
• Over 135 Northstar Badges Earned

Badges

Certificate

Assessment Information

1. Was the technology tool fun to use?

IDLL Technology Use Student Survey

217 students responded

2. Was the technology tool easy to use?

3. Would you recommend the technology tool to others?

93.1% YES

84.3% YES

95.1% YES

96.1% YES

94.1% YES

94.1% YES

4. Would you use the technology tool outside of class?

5. Was the learning resource (website or App) fun to use?

6. Did the learning resource (website or App) help you learn?

95.1% YES

9. Do you look forward to continuing to use technology to learn?

8. Would you use the learning resource (website or App) outside of class?

7. Would you recommend the learning resource (website or App) to others?

91.2% YES

97.1% YES

10. What was your favorite learning resource (website and/or App)?

AnkiDroid Flashcard App

Burlington English

Burlington English Core

Cambridge Dictionary

Coursera

DuoLingo

EngVId

Google Classroom

Google Applied Digital Skills (AppSki)

Google Classroom

Google Docs/Suite

Google Translate

i-pathways

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Kahoot

Khan Academy

Learning Upgrade App

Magoosh

Newsela

News For You

Northstar

Quizlet

Quizzes

Read Naturally Live

ReadWork

Shodor.org

VoiceThread

YouTube

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Reported Completed Metrics (mostly Qualitative) by IDLL Instructors

• Positive student feedback on whether the technology helped them learn - Surveys and Discussions

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• Growth in frequency of tech use and comfort inside and outside of class - Surveys and Discussions

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• Learners reduced technology use anxiety - Surveys and Discussions

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• Increased computer satisfaction through guided practice - Discussions

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• Improved class attendance observation of class participation and comfort level in class - Data, Surveys and Discussions

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• Increased registration numbers because of more technology integration and new tech tools - Data, Surveys and Discussions

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• Positive pre and post-metric: Do you utilize technology resources to further your learning outside of the classroom? - Surveys and Discussions

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• Students reported increased comfort levels using the internet to look up social resources, search/apply for jobs, complete forms/applications, pay bills online. - Surveys and Discussions

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The Illinois Digital Learning Lab:

Team Awesome

Friday, June 26th

Team Awesome Members

Tine Kelly

College of�Dupage

Jenny Siegfried

Waubonsee Community College

Jodi Norton

Kankakee Community College

Carole Walls

The �Learning Center

Jennifer Maddrell�Subject Matter

Expert

Amy Zurita

People's�Resource Center

Agenda

• Describe our team’s Vision Statement and Hypothesis
• Consider our diverse class contexts and students
• Recap implemented technologies and integrated resources
• Review implemented strategies - and needed adjustments!
• Discuss participant metrics
• Highlights of lessons learned
• Roadblocks and challenges we’ve had to overcome
• The “Aha moments” and what we’ve learned

Jennifer Maddrell

Team Awesome

Subject Matter Expert

Integrating Digital Literacy and Problem Solving into instruction accelerates learning for adult students by improving their use of technology to solve problems and communicate with others, while increasing their digital literacy and access.

Vision Statement

Technology-rich environments in adult education classes can help instructors differentiate instruction while enabling learners to gain 21st century skills.

Hypothesis

Tine Kelly

College of Dupage

Student Success Coach & Adjunct Faculty

Teaching Context

• My Classroom
• Sprints 1 and 2: Integrating and using data from Northstar Digital Literacy Assessments in order to gauge the digital literacy levels of students.
• Sprint 3: Pivot from F2F classes to online learning using Chromebooks and Burlington English Core.
• My Students
• High Beginning, Low Intermediate, High Intermediate and Advanced ELA classes.

Strategies and Outcomes

• Instructional Strategies & Needed Adjustments
• Strategy: Use the Northstar Digital Literacy Assessment to determine skills and drive instruction.
• Adjustment: When teaching using the Northstar curriculum instructors needed to provide additional visuals and vocabulary.
• Outcomes
• Northstar Digital Literacy Assessments - pre and post assessments
• Goal: To achieve a Northstar Digital Literacy Badge

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• The Northstar Digital Literacy assessments are user friendly.
• We were able to use the assessment with various level of students.
• The teaching materials needed support.
• We were able to use the data to increase student knowledge and motivation.

Jodi Norton

Kankakee Community College

ESL Instructor

Teaching Context

• My Classroom
• Sprint 1 & 2 - Technology-rich classroom with Chromebooks and laptops available for each learner
• Sprint 3 - Online using Google Classroom and Burlington English. Students used borrowed laptop from Kankakee Community College and own devices.
• My Students
• High Intermediate and Advanced adult English learners
• Students varied in digital skills

Strategies and Outcomes

• Instructional Strategies & Needed Adjustments
• Strategy: We jumped right into Google Classroom & Northstar with a lot of guidance and instruction
• Adjustment: The students needed a lot of modeling & instruction
• Adjustment: The students had to become familiar with digital literacy & learn English vocabulary for technology
• Outcomes
• Northstar digital learning assessment
• Emails-using Gmail accounts
• Self-assessment & Student work
• Google Form Survey
• Burlington English CASAS Prep

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Start early with digital literacy
• Model a lot and often
• Provide good communication and encouragement “Don’t assume they know”
• IDLL gave me the courage to “step out of the box” and out of paper and pencil work, which prepared the students and I to move easily into online learning

Jenny Siegfried

Waubonsee Community College

Adjunct Faculty - Adult Education

Teaching Context

• My Classroom
• Sprints 1 and 2: Technology-rich classroom with integrated projection and audio; Chromebooks available for each learner
• Sprint 3: Online via Google Classroom with learners’ own devices
• My Students
• High intermediate adult English learners
• Variety of L1 backgrounds and digital skills

Strategies and Outcomes

• Instructional Strategies & Needed Adjustments
• Strategy: Jump in and try it! I’m here to help
• Adjustment: Most students needed lots of modeling
• Adjustment: Students with strong digital literacy still needed to know English vocabulary for technology
• Outcomes

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Model, model, model! �(On Zoom if you have to!)
• As best you can, try to match classroom technology use to students’ real-life needs
• Help with your mouth, not with your mouse
• Because of IDLL, both my students AND I were prepared to move online

Carole Walls

The Learning Center�Digital Divide Instructor, ABE, ASE, ESL

Teaching Context

• My Classroom
• Sprint 1 and 2 Technology classroom/Integration with screen projection, audio, headsets, and desktops
• Sprint 3 Online via Zoom and Brightspace
• My Students
• Low & Intermediate adult English learners along with Adult Basic Education (GED)
• Variety of digital skills including (student phones)

Strategies and Outcomes

• Instructional Strategies & Needed Adjustments
• Strategy: Use of Read Naturally Live online versus desktop version
• Adjustments: Teaching Burlington English Core online/Cloud based vs. desktop version
• Outcomes
• More individual (at-a-distance) student use of Quizzes, Kahoot and more to study for HSE exam
• More individual (at-a-distance)student use of GCFLearnfree-Pre and post test to increase digital literacy skills

The�Learning Center

Video of students in classroom

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Technology glitches will happen, for example:
• Zoom: Cloud recording with only one participant in recording
• Google Classroom: Lack of compatibility with using peripheral hardware
• “Aha” moments: Being able to use Learning Upgrade and Burlington Core as pilots offering my students some real at-a-distance possibilities

Amy Zurita

People's Resource Center

Adult Computer Literacy Manager

Teaching Context

• My Classroom
• Pre-COVID - Northstar assessments used to place clients into appropriate class
• In-class Northstar pilot postponed due to shelter in place building closure
• Online Northstar pilot to be taught via Zoom
• My Students
• Most PRC computer clients have low computer literacy
• Online Northstar pilot uses the Word curriculum we are teaching to students who were enrolled in Word class but couldn’t begin due to shelter in place

People's Resource Center

Strategies and Outcomes

• Instructional Strategies & Needed Adjustments
• Northstar lessons taught via weekly Zoom meetings
• “Office Hours” to support students with all computer questions via Zoom
• Outcomes
• Northstar assessment taken before and after the session to gauge improvement
• “Office Hours” spreadsheet to track resolution turn around and the types of trouble clients are asking for help with

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Initial calls to clients showed that clients were eager for whatever options we had to offer
• Instructors were eager to find solutions to help clients
• Challenges have jump-started other initiatives (Office Hours)

Final Thoughts

Some (of many) cohort IDLL takeaways

• Cohort feels ready to be leaders in technology integration professional development efforts
• Participated in COABE, LINCs & IACEA sessions
• Prepared to take lead on future challenges at school/CBO
• Educators prepared for the challenges of remote learning
• Students prepared and many had less “down time”
• Experience highlighted importance of digital literacy skills
• Early digital literacy efforts (e.g., student email) became lifeline
• Not “nice to have/do” but “must have/do” to be life and career ready

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The Illinois Digital Learning Lab:

Paradigm Breakers

Friday, June 26th

Paradigm Breakers Members

Dawn Brill &

Jenna Korenstra

YWCA Elgin

Jennifer Brown

HANA Center

Ginger Harner

Shawnee

Community College

Harry Kent

St. Joseph Services

Stephen Alderson�Subject Matter

Expert

Laurice Hoffman

Township High School District 214

Stephen Alderson

Team Paradigm Breakers

Subject Matter Expert

Our vision is to engage and motivate student learning through the use of technology by integrating effective digital literacy tools in traditional classrooms. Engage students in a creative way so students will pursue learning as a lifestyle and not as an obligation. Create an online structure to assist and motivate learners to enhance lessons.

Vision Statement

Offering students the opportunity to experience technology devices and different apps in our classroom setting to increase their ability to achieve their learning goals. Participation in IDLL will accelerate student learning through the use of technology inside and out of the classroom.

Hypothesis

Dawn Brill & Jenna Korenstra

YWCA Elgin

AEFL ESL Instructors

Teaching Context

• My Classroom:
• Sprints 1 and 2: Projection and audio-video presentation technology and Google Minis in the classrooms
• Sprint 3 (COVID): student cell phones
• My Students:
• Beginning Literacy, low-beginner/high-beginner adult ESL (Level 0-2)
• Spanish-speaking, various levels of digital skills, significant variety in background (age, education, work experience, etc.)

Implemented Technology & Resources

Technology:

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• Chromebooks
• ipad/ipad pros
• headphones
• students’ smartphones
• Google mini

Digital Resources:

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• (Jenna) Duolingo, learningchocolate.com, Youtube adult ESL programs (Mark Kulek, Palabras Esenciales en Ingles, etc.)
• (Dawn) Piloted Burlington English Core Basic and Low Beginners and tutorials, Youtube videos with captions, VOA Learning English Beginning Level video series, EASY English DVD series, “Hey Google”

Strategies and Metrics

Strategies:

• Modeling, repetition, scaffolding
• working in pairs/small groups (pairing students with a balance of digital skills and English proficiency)
• relating digital skill to all four areas of language acquisition

Metrics:

• Program wide: Best PLUS pre/post test - piloted distance post-testing via ZOOM. Cohort Student Surveys
• (Jenna) self-assessment (weekly quiz), peer assessment, Duolingo (whole-classroom tracking online)
• (Dawn) Burlington English pilot results, self assessment (weekly quiz)
• (Both) ZOOM participation, text/email lessons: reading and typing/texting student responses in English

Lessons Learned

Flexibility: teacher sets the objectives, but students determine the process, both teachers and students open to new methods of teaching and learning

Intentionality: providing a language-acquisition context for learning digital skills, but printed materials (picture dictionary, workbooks, etc.) are also important to provide context and predictability for ZOOM lessons

Peer teaching: students take on active teaching roles

Paradigm Shifts Are Extremely Challenging! We went from Classroom Lessons to complete Distance Learning: 0-60! We asked the students to Hang On with us, and thankfully, so many did!

Ginger Harner and TEAM

Shawnee Community College

Adult Ed Program Administrator & Instructor

Teaching Context

Implemented Technology

& Resources

Strategies and Metrics

Lessons Learned

Harry Kent

St. Joseph Services

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Teaching Context

• My Classroom:
• Sprints 1 and 2: Technology-rich classroom with integrated projection and audio; Chromebooks available for each learner
• Sprint 3: Online via Google Classroom and learners’ devices
• My Students
• High intermediate adult English learners
• Variety of L1 backgrounds and digital skills

Implemented Technology & Resources

• Technology
• Chromebooks
• Students’ own devices
• Resources
• Kahoot, Quizizz, Quizlet Live
• G-Suite (Google Docs and Slides)
• Google Applied Digital Skills
• Google Classroom
• Zoom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Strategy: Jump in and try it! I’m here to help
• Adjustment: Most students needed lots of modeling
• Adjustment: Students with strong digital literacy still needed to know English vocabulary for technology
• Metrics
• Student self-assessments
• Student work
• Northstar Digital Literacy Assessments

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Model, model, model! �(On Zoom if you have to!)
• As best you can, try to match classroom technology use to students’ real-life needs
• Help with your mouth, not with your mouse
• Because of IDLL, both my students AND I were prepared to move online

Jennifer Brown

HANA Center�Director of Education & Workforce Empowerment

Teaching Context

• Classroom:
• Sprint 1 & 2 - September through February: In person sessions incorporating audio-visual presentation technology, Northstar digital literacy curriculum, Google Suites
• Sprint 3 - March and April: Online remote learning through Kakao Talk, a Korean communication platform, similar to WhatsApp
• Students
• Several different classes, very diverse levels of learning for English and Technology.
• Sprint 1 - Intermediate level ESL classes
• Sprints 2, 3- Smartphone ESL (Beginner literacy, Basic ESL), In-language basic computer class in Spanish - mostly seniors

Kakao Talk

Implemented Technology & Resources

• Technology
• laptops and desktop computers
• Student devices (Smartphones)
• Projectors
• Chromecast �(to share instructor smartphone screen)
• Resources
• Sprint 1 - Remind, Google Suites
• Sprint 2 & 3
• Northstar
• Kakao Talk
• Kahoot
• YouTube

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Teach the necessary basic technology
• Translating Northstar curriculum into Spanish
• Bilingual Instruction
• Modeling, projection when in person; group calls and detailed �lesson plans using pictures for remote learning.
• Building off of students current levels of English/technology

• Metrics
• Frequency of technology use outside of the classroom (Recorded by �students interactivity with messaging tool Remind, emails, and Kakao Talk)
• Student work
• Students took a pre and post survey about technology at the start of �each 10 week class.
• Northstar Digital Literacy Assessments

Strategies and Metrics: Setting students up

Metrics: Student work, engagement

Metrics: Student work, engagement

Outcomes

Our cohorts hypothesis was proven correct: Participation in IDLL accelerated student learning through the use of technology inside and out of the classroom.

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• Of those that were able to be reached/surveyed:
• Students use their devices more at home (100%)
• Students English confidence level increase (60%)

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Take the time to set the students up the right way - it will pay off in the end
• Use technology that students will use
• Practice makes perfect - low digital literacy/English levels ≠ incapable of distance learning
• Aha moment: Digital literacy can be differentiated at every level, regardless of background, experience, or language

Laurice Hoffman

Township High School District 214

Coordinator of Adult Literacy Volunteer Services

ESL Instructor

Teaching Context

• My Classroom: Blended Learning to Distance Learning
• Sprint 1-Blended Learning Model-Integrated technology lessons.
• Sprint 2- Blended Learning-Introduced Google Classroom
• Sprint 3-Distance Learning. LMS to track time on task became a crucial element. Google Site
• My Students
• Low Intermediate ESL (ABE for Sprint 1)
• Diverse cultures and varied verbal and digital skills.

Implemented Technology & Resources

• Technology Integration
• Laptops and iPads were used in class
• Cell phones
• Resources
• G-Suite (Google Docs, Slides,Forms/Quiz, Sites, Applied Digital Skills)
• Quizizz/Ventures Arcade/Wordwall/Learning Upgrade
• CrowdED Learning, Readworks
• Northstar/Digital Learn
• Zoom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Integrate technology in every face to face class. Model
• Adjustments- Initial contact and check with Google Voice/Classroom/Site
• Establish a routine - Zoom meetings
• Synchronous Asynchronous
• Build on current technology used in class. Make learning fun and interactive!
• Metrics
• Student Survey/Class Observation
• LMS-Learning Upgrade/Readworks/Classroom,Quiz
• Ease of use outside of class.
• Capstone Project-Google Slide
• Quiz-Google Form

How are you coping with quarantine?

In my quarantine I try to do different things with my children. I try to disinfect my house every day, i have to clean my home every two day. I try to play with my children, i start reading books with them. And i try to use the computer every day to learn how to use it . And i cook every day for them, and finally i try to do my homework .

• 90% Use cell phones

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• 100% used the apps introduced in class

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• 80% used technology everyday outside of class.

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

Transitioning from blended learning to distance learning was somewhat seamless.

• Having a communication platform and Google Classroom was essential.
• Video Conferencing became a sense of community.
• Students realized the importance and relevance of digital literacy.

How do I begin remote teaching?

Final Thoughts

Some (of many) team takeaways ...

• Prepared for Distance Learning
• Collaboration with team and cohort members
• Digital literacy instruction is possible at any and all levels.

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Technadoes Members

Wednesday Quansah

Jane Addams�Resource Center

Moisés Bernal Puente

Central States

SER

Julie Bruno

Kankakee Community �College

Colleen Stribling

Elgin Community� College

Cheri Heise�Highland Community �College

Jeff Goumas

SME – CrowdED �Learning

Jeff Goumas

Technadoes

Subject Matter Expert

CROWDED

learning

Many of our learners have access to some type of technology – particularly mobile – yet lack the confidence or motivation to use it outside of class for learning or for meaningful, productive tasks. Our vision is to increase learner confidence using technology while providing easily accessible and relevant learning resources to extend learners’ learning and use of technology beyond the classroom.

Vision Statement

Through modeling use of technologies and their relevance within class, combined with providing lessons, assignments, and activities that can be accessed anywhere by technologies that are available to our students, learners will develop the digital skills and fluency needed for increased engagement with learning and use of technology outside of class.

Hypothesis

Moisés Bernal Puente

Central States SER

Program Facilitator

My students and technology

Teaching Context

• My Classroom(s):
• Sprints 1 & 2 - Computer Classroom with desktops, Chromebooks, projector, and screen. (Some students brought tablets, laptops and smartphones)
• Sprint 3 - Synchronous Zoom sessions, LMS, Construct Program curriculum, Google Applied Digital Skills for Digital Literacy, Resume workshops, Facebook live sessions and posted videos on our Youtube page
• My Students:
• Adult Students varying levels of education & digital literacy
• DHS clients were mainly Black women
• Construct Program students were overwhelmingly Latinx men

Implemented Technology & Resources

• Technology
• Chromebooks
• Desktop Computers
• Students’ own devices
• Resources
• LMS - Google Classroom
• Zoom, Google Hangouts/Meet
• Northstar Digital Literacy
• G-Suite (Google Docs, Sheets, Forms, and Slides)
• YouTube, Facebook, Quizlet

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Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Conducted Google Applied Digital Lessons with students
• Students given opportunity to use acquired digital skills to prepare resumes, cover letters and other items in their digital Career Portfolio.
• Conducted Chromebook lessons so that clients could gain familiarity with usability
• Metrics
• Completion and/or progress of students’ Career Portfolios
• Student attendance in Zoom sessions and success in CAST tests and G-Suite certification completion

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Students are very eager to deepen their digital literacy skills
• The digital divide is very limiting for a wide swath of my customers
• There should be more demonstrations of smartphone apps since it is the students’ main internet access

Julie Bruno

Kankakee Community College

ABE Instructor

Teaching Context

• My Classroom:
• Sprints 1 & 2 - Moderately integrated classroom. Students have access to desktops, and overhead projection is available.
• Sprint 3 - Google Classroom
• My Students
• ABE level Reading: 8-10 students
• ABE level Math: 15-20 students

Implemented Technology & Resources

• Technology
• Laptops from the IDLL project
• Desktops from existing technology resources
• Resources
• Pre-pandemic - Quiz apps, I-pathways, Google Docs
• Sprint 3: Google Classroom, Remind, Google Docs, I-pathways, YouTube

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Strategy - Begin by using several tech tools in class to introduce and promote comfort with students
• Strategy - After a comfort level is established, begin using assignments and lessons which promote tech usage outside the classroom.
• Metrics
• Pre and post survey measuring technology comfort
• Pre and post survey measuring technology usage outside the classroom
• i-pathways

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Preparing a student to use a specific technology is crucial to their success in implementing its use for themselves.
• Pick a couple tools to use, and use them well and often. The amount of resources available can be overwhelming to both the teacher and the student.
• If using technology in the classroom, take time before the class begins, or during the first class to acclimate the students to what you will be using.

Cheri Heise

Highland Community College

Adult Education Instructor, ABE, ASE, HSE

Teaching Context

• My Classroom:
• My adult learners meet thrice weekly for three hours of instruction per meeting.
• The primary goal of these students is to complete their high school credentials.
• My Students
• I have a small group of multi-leveled learners of diverse ages, ethnicity, and economic backgrounds.
• We all live in a rural, agriculturally based community.

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Implemented Technology & Resources

• Technology
• Smart board
• Computer lab
• Student phones and computers
• Resources
• Software on classroom computer for smart board
• i-Pathways, Khan Academy, Northstar, Read Theory, Google Classroom, Applied Digital Skills, Zoom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Strategy: Provide instruction and assignments to facilitate applied digital skills.
• Strategy: Model and review skills throughout the experiment.
• Adjustment: Remind and encourage students that we are all learning together!
• Metrics
• Pre and post survey measuring technology comfort usage
• Personal observations of student participation and finished assignments
• Northstar, i-pathways and student reports/surveys

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• You don’t have to reinvent the wheel.
• Flexibility and time are needed to begin the first steps of digital literacy comfort and use.
• Learn alongside your students!

Wednesday Quansah

Jane Addams Resource Corporation�Adult Learners Programs and Services Specialist

Teaching Context

• My Classroom:
• Digital Literacy class that meets on Fridays for 2.5 hours
• Can have as few as 1 student or as many as 11 students
• My Students
• Students are trainees in JARC’s Careers in Manufacturing Program. M-Th they are studying welding, CNC machining or press brake machining.
• The CMP program is open entry/open exit. New trainees are always jumping in.

Implemented Technology & Resources

• Technology
• Desktop Computers
• Resources
• Google Applied Digital Skills/Google Classroom
• G Suite Certification: Google Sheets, Docs and Slides
• NewsGuard
• LinkedIn/Glassdoor

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Project-Based
• Metrics
• Trainee use of digital tool/skill outside of class
• Relevance of digital tool/skill to trainee job search
• Self-reported trainee opinions on usefulness of digital tool/skill

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Challenge: Trainees enter with a wide range of digital skills
• Strategy: Ask highly-skilled trainees to help lower-skilled trainees
• Challenge: Not having a digital literacy curriculum and my own lack of knowledge of hiring processes in the manufacturing industry
• Strategy: Consult with more experienced colleagues
• Challenge: Scheduling and length of breaks between class sessions
• Strategy: Designing lessons to be completed in one class session rather than having multi-session projects

Colleen Stribling

Elgin Community College

Associate Professor - ESL

Teaching Context

• My Classroom(s):
• Sprints 1 - Chromebooks & Burlington Pilot
• Sprint 2 - Computer Classroom with desktops, I-Pads & Burlington Pilot
• Sprint 3 - Zoom meetings (twice weekly), D2L (LMS), Burlington Pilot
• My Students:
• Adult ESL Students varying levels of education & digital literacy
• High Beginning* - 14 students (Fall semester)
• Low Intermediate* - 15 students (Spring Semester)
• Advanced & Early Childhood Education Bridge (Spring)

​

• ***

Implemented Technology & Resources

• Technology
• I-Pads
• Desktop Computers & Chromebooks
• Home schooling - Students’ devices (College provided Chromebooks if needed)
• Resources
• Burlington English - Pilot Low Intermediate ESL/High Beginning
• Quizlet, Quizlet Live
• G-Suite (Google Docs, Sheets, Forms, and Slides)
• LMS - Desire2Learn
• Zoom

​

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Modeling skills and providing opportunities for application
• Intentional grouping to tap the digital knowledge of the class
• Metrics
• Hours on task (Burlington Pilot tracked in/out of class hours)
• Work Completion (D2L Discussions/Dropbox)
• Project Assessment (Students collaborated, created, and presented work using G-Suite)
• Zoom attendance (Class meetings and Virtual Conferencing)

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Teach & integrate techniques from Day 1 at every level. Use what you have (Ex: LMS).
• Keep it simple - mastering a few good tools is much more effective than touching on many.
• Build community in person and digitally.
• You don’t have to be an expert. Learn with your students.

Final Thoughts

Some (of many) team takeaways ...

• Engagement outside of class requires modeling + consistency
• Routine integration of tech increases likelihood it will be used outside of class
• Establishing we are all learners can diffuse confidence issues + reluctance to try

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Questions or Comments?

The Illinois Digital Learning Lab:

Team Pak Attack

Pak Attack Members

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Carey Applegate

Neighborhood House

Peoria, IL

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Joy Pak

Subject Matter Expert

Elgin, IL.

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Mayra Diaz

Telpochcalli Community Education Project

Chicago, IL.

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Michelle Schallmo

Triton College

River Grove, IL.

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Kristy Laurx�Waubonsee Community College

Aurora, IL.

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Susan Wilson

C.E.F.S. Economic Opportunity Corporation

Effingham, IL.

Joy Pak

Team Pak Attack

Subject Matter Expert

Adult learners have various degrees of an educational background ranging from little or no schooling to college degree or beyond. The targeted audience that we serve are adult learners who seek help with lack of access to technology and a lack of confidence to use the technology. Learners who are given access to technology will struggle less with basic digital literacy skills, when there is an opportunity to consistently explore technology. Learners will be more comfortable and confident as their digital literacy skills increase by utilizing digital resources aligned to individualize their specific needs and interests.

Vision Statement

We will increase opportunities for learners to overcome their fears/anxiety of digital technology by accessing digital resources. Learners will be able to increase their basic digital literacy skills to help them seek vital information, resources, and job opportunities.

Hypothesis

Agenda

• Describe our team’s Vision Statement and Hypothesis
• Consider our diverse class contexts and students
• Recap implemented technologies and integrated resources
• Review implemented strategies - and needed adjustments!
• Discuss participant metrics
• Highlights of lessons learned
• Roadblocks and challenges we’ve had to overcome
• The “Aha moments” and what we’ve learned

Michelle Schallmo

AE Technology Coordinator

Triton College

Teaching Context

• My Classroom:
• Consisted of a computer lab
• Windows based computers
• My Students
• ESL and GED Students
• ESL Students (Levels 4-6)
• GED Students (All Levels)

Implemented Technology & Resources

• Technology
• Desktop Computers
• Chromebooks
• Microsoft Office
• Google Suite
• Resources
• Google’s Applied Digital Skills Curriculum
• Microsoft Office Textbook
• Google Form based off of Northstar Digital Literacy Exams
• Zoom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Student Centered Classroom
• Independent and Individualized Learning
• Metrics
• Northstar based Google Form Technology Assessment
• Computer Self-Efficacy Survey
• Project

Student Work

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Working remotely
• Teaching students how to work independently
• Not acting as the “sage on the stage” but rather a classroom facilitator

Susan Wilson,

C.E.F.S. Adult Volunteer

Literacy Program, Effingham

Teaching Context

• C.E.F.S. Learning Center:
• The Learning Center has rooms for individual tutoring
• We have computers available for independent study without a tutor (very popular)
• Adult Learners in This Project
• 6 male, 4 female. Average age 42. Youngest 17, Oldest 60
• One Polish immigrant, One ISIS refugee
• 2 with high school diplomas, went through Special Education program
• One with Associate’s Degree, stroke at age 39 affected all language skills
• One with a Master’s Degree, learning ESL
• Two want HSE but intake scores were at second-grade levels
• One woman in her forties, born & raised in Illinois, does not know the names of all letters

Implemented Technology & Resources

• Technology
• Desktops
• Resources
• BurlingtonEnglish.com
• (Highly recommended for ESL , ABE, and/or Workforce)
• Assessment.digitalliteracyassessment.org

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Increase sight word recognition and spelling ability of those words through Burlington English
• Increase knowledge of basic computer parts and functions.
• Metrics
• Burlington English, Everyday English, Spelling Tests
• NorthStar, Essential Computer Skills, Basic Computer Skills Assessment

CHALLENGES

1. Biggest challenge to learners: Covid 19 (We locked our doors March 18; to open June 29)
1. Limited (or nonexistent) at home technology/wifi
2. Some learners lack skills for independent learning
3. Zoom meetings, paper packets, texting, lendable Chromebooks

2. Getting new computers up and running

1. Overworked tech staff (finally up on February 10, 2020)

​

3. No wifi in the building since 2018

a. Reluctant tech staff (finally up on March 4, 2020)

​

4. Biggest challenge to me: Karen, the only other paid employee, passed away

a. Karen Langham, Literacy Specialist, passed away in October

• Her replacement resigned after first full day of employment (to accept higher pay)
• Current replacement’s first full day of employment was in January

Karen Langham

Lessons Learned

Learners

1. Gained Skills
• 2 first-time computer users
• 100% of learners gained sight word & spelling skills
• 100% of learners gained basic computer skills

2. Gained comfort

a. 90% of learners said they enjoyed this project

b. 10% (one learner) was grumpy and didn’t have much positive

to say about anything

Lessons Learned- Aha moments

We shall overcome!

1. 2 Learners had never touched a computer mouse before

They now love using the computer

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2. ESL Learner on Zoom Meeting

Was very happy to watch himself pronounce words next to me (side by side video)-it helped him

​

3. Burlington English

Encourages and allows for independent study, less dependence on staff during non-scheduled visits

​

4. I am grateful for the new technology which replaced Windows 7

Secretary of State excludes computers from approved purchases w/ grant funds

Kristy Laurx

Adult Education Computer Center Supervisor

​

Teaching Context

• My Classroom:
• Open Computer Lab
• Windows Based Desktop Computers
• Laptop Computers
• Chromebooks
• My Students
• Primarily ELA students of Hispanic origin
• One caucasian male, age 70

​

Implemented Technology & Resources

• Technology
• Desktop Computers
• Chromebooks
• Cellular Phones
• Resources
• Burlington English Core
• USA Learns
• GCF Learn Free
• i-pathways
• Zoom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Increase ELA students’ CASAS Post-test scores through the utilization of Burlington English Core.
• Increase students’ level of ease in using technology.
• Metrics
• Compare students’ CASAS pre-test and post-test scores.
• Have students take a technology survey.

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Remote Learning--would have to say that was the biggest challenge!
• How to keep students actively engaged
• An “Aha” moment occurred when 10 out of 13 ELA students increased their CASAS post-test scores:)

SURVEY for AECC Students

1. Do you have a computer at home?
1. Do you have access to internet at home?
1. Do you often use computer at home or at your working place?
1. If you often go online, what do you usually do with internet or computers?
1. Do you often use email?

What’s your email address?

1. Are you used to read online or search for information online?
1. Can you use computer to type in English?
1. Do you have a smartphone?
1. Would you like to learn computer skills in class?
1. What computer skills do you want to learn?

​

Indicate the extent to which you agree with each statement.

SA: Strongly agree

A: Agree somewhat

D: Disagree somewhat

SD: Strongly disagree

1. I am familiar with computer and internet.

2. I am confident in using computer to solve problems.

3. I am good at keyboard skills.

4. I like to use computer to learn English.

5. I need to use computer in my life and work.

6. I want to learn computer skills in class.

7. I don’t mind using computer in class.

8. I don’t mind using computer to do homework.

​

Carey Applegate

Director of Education

Teaching Context

• Common Place Adult Education program
• Neighborhood House Adult Education program:
• One-on-one tutoring, small groups, and classes
• NEW! (as of January 7, 2020)
• Our Students
• ABE students
• GED students
• ELL students

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Implemented Technology and Resources

• Technology
• Chromebooks (6)
• iPads (3)
• Resources
• Northstar
• Google Earth
• Zoom
• Whiteboard app
• Telephone
• Delivery

​

Strategies and Metrics

Goal: Increase students’ ease with technology

• Strategy 1: Integration of technology into classrooms
• Modeling
• Independent learning
• Mentoring
• Measurement Tool: Student survey

​

• Strategy 2: Introduction of new Digital Literacy class
• Measurement Tool: Northstar

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

Challenges/Roadblocks:

• Buy-in from tutors
• Common Place acquisition
• Neighborhood House transition
• Covid-19

Mayra Diaz

Social Work Intern

Telpochcalli Community Education Project

(TCEP)

Teaching Context

• My Classroom:
• Computer lab located within community-based center
• Equipped with desktops and laptops
• My Students
• Spanish-speaking immigrant adults
• Middle to older-aged adults
• Primarily recruited from ESL classes
• Beginner level English
• Some had taken prior computer classes

Implemented Technology and Resources

• Technology
• Desktops
• Laptops
• Printer
• Wi-Fi
• Resources
• Chicago Digital Learn
• GCF Global
• Typing Club
• Microsoft Office through TechSoup

​

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Teach basic digital literacy skills at students’ pace
• Provide a culturally tailored curriculum
• Connect students’ personal goals and experiences to course learning objectives
• Adjustment: translate technology terms to Spanish and use simple language
• Metrics
• Pre/Post questionnaire
• Measured students’ comfort levels and general attitudes toward technology use

​

Lessons Learned

Challenges/Roadblocks:

​

• Lack of resources: outdated desktops, no Wi-Fi service, low staff capacity
• Classes not previously established
• Building a program curriculum from scratch
• No previous experience teaching digital literacy
• Shortage of existing culturally appropriate, Spanish language curricula
• COVID-19
• Classes cancelled
• Students lack internet/equipment at home

Lessons Learned cont.

“Aha moments”

• Reach out and work collaboratively with students to create a curriculum that will best fit their needs
• Foster a co-learning environment
• Make class material relevant to students’ lives
• The digital divide is a major obstacle for Spanish-speaking, immigrant communities and extremely crucial to address!

Final Thoughts

Pak Attack Team takeaways ...

This opportunity prepared us to handle the technology

Throughout this project, the instructors and students were flexible and adaptable

Unconditional support among the team when challenges are presented

Access to digital resources, referrals, & networking

IDLL and digital resources have given unbelievable boost for morale to adult learners and instructors

FREE Technology - essential and impactful to an organization

To find digital resources in Spanish and to increase those resources

Best Laid �Plans can be be derailed by life

The Illinois Digital Learning Lab:

Top Tech Tools Team (4 Ts)

Friday, June 26th

David J. Rosen

4 Ts Team

Subject Matter Expert and Team Leader

4 Ts Team Members�

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Anya Enright

Township High School District 214

Community Education/Adult Education

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Agustin Jaramillo (AJ)

Greater West Town Community Development Project

Vocational Instructor/Program Coordinator

Svitlana Podkopayeva

​

Elgin Community College

​

Kathy Allison

​

United For Better Living,Inc Adult Volunteer Literacy

​

Lisa Manalisay

Richland Community College

Office of Adult Education�

Keona Owens

Touch Gift Foundation

Adult Education

Our students will have confidence in using digital technology in their lives. Using digital technology, they will find that learning is more engaging, and that digital technology will help them in meeting their learning goals.

Vision Statement

Helping students build their digital skills will help them develop confidence in using technology in their lives. Using digital tools or online content will make learning more engaging (more visual, closer to students’ daily reality), and will be effective in helping them meet their learning goals such as: preparing for a High School Equivalency test; preparing for college; improving their English language skills or preparing for U.S. citizenship Interview as immigrants; improving basic skills learning such as language arts, numeracy/ mathematics, reading or writing; engaging in occupational training; or accomplishing  work, family and community tasks.�

Hypothesis

Svitlana Podkopayeva

Elgin Community College�ESL Instructor

Teaching Context

• My Classroom:
• I teach higher ESL levels (7, 8, and 9)
• Classrooms are usually equipped with tabletop computers, headphones, overhead projectors, and internet access
• My Students
• My students are of Mexican, South American, and East European origin
• Most of them are pursuing further education, so they want to bring their English to higher standards

Implemented Technology & Resources

• Technology
• ASUS gaming laptop
• VR Goggles - Samsung Odyssey+
• Resources
• Software for 3D Videos - HMD Odyssey Home; ARTE360 VR; AMAZE 3D Videos
• Google Classroom
• Lesson Plan - https://docs.google.com/document/d/1F2n6kNxaChOtjRoNixEJg5dpwnQ8py0T/edit

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Lesson Plan - https://docs.google.com/document/d/1F2n6kNxaChOtjRoNixEJg5dpwnQ8py0T/edit
• Introduction of 3D videos should be gradual, so students can get used to the enormous amount of details and learn to describe them
• Metrics
• Student’s Poll on Mechanics of Using VR Goggles - https://docs.google.com/forms/d/1LrIHrIAF1pTQlaS9m_d4eF-hA_dS8Cnz9Y-NqcOqn00/edit
• Student’s Poll on Comfort Level of Using VR Goggles - https://docs.google.com/forms/d/1E7a0rpYyRh76IEaQpBKRt4AQjOvB6LImjFQalZ2r8vo/edit
• Writing Rubric on Reaction Essay - https://docs.google.com/document/d/1ppBqeV2S08ihypUqwXoc8e3F82-lb5YN/edit

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Even 1 pair of VR goggles adds a lot of excitement and a huge amount of details for the students to feel inspired to start writing and be enthusiastic enough to finish their essays;
• But, introduction of 3D videos should be gradual, so students can get used to the enormous amount of details and learn to describe them;
• Unfortunately, some students may experience dizziness and inability to stop talking about their virtual travels;
• As a reward, teachers feel grateful for the varied and sophisticated language being used in the essays:)

​

​

ANYA ENRIGHT

�Township High School District 214,

COMMUNITY EDUCATION/ADULT EDUCATION�ESL, CITIZENSHIP, CCR INSTRUCTOR,

READ2LEARN TUTOR “SMART GOAL” TRAINER �

Teaching Context

• My Classroom:
• Has iMac, Apple TV, beamer, screen, access to Wi-Fi.

Tablets and laptops brought into the class.

• Movable desks and chairs.
• My Students
• 18 - 75 year olds, professionals or retired from a different country, who are looking to advance their English to upgrade their career, be successful at the Citizenship interview or to be able to explain the symptoms at the doctors office, talk to a child’s teacher, improve standard of life overall.
• The majority of the students are Advanced in ESL with some low ESL levels (Citizenship)

Implemented Technology & Resources

• Technology
• Laptops
• Tablets
• Smartphones
• Resources
• GOOGLE Applied Digital Skills https://applieddigitalskills.withgoogle.com/s/en/home
• GOOGLE Classroom
• Uscis https://www.uscis.gov/forms/file-online
• Uscitizneshipsupport https://uscitizenshipsupport.com/
• Readworks https://www.readworks.org/?url=%2Fassignments%23!assignmentTab%3Aa%2FstudentId%3A%2FclassCode%3A7PSCCZ%2F#
• Khan Academy https://www.khanacademy.org/profile/kaid_1142210934181269979154503/courses
• Cambridge e-resources https://esource.cambridge.org/login
• ZOOM

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Classroom Instruction, PPT presentations
• Group work, self study, problem solving
• Metrics
• Observation at all the programs
• CASAS testing (ESL), TABE (CCR)
• Passing rate at the Citizenship Interviews
• Getting job offers (CCR)
• Growing linguistic and digital confidence overall

Our ESL e-Card “My e-Learning Experience”

Our ESL e-Card.mp4

​

​

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Technologies engage learners more into their study and improve their attendance.
• Have to have the “office hours”.
• Do not overwhelm with the technology. Have the right amount and collection for your group.
• Confidence grows with practice!
• “Aha” moment: Late for a remote class - “too comfortable at home”.
• Love ZOOM breakout rooms.
• Educators need tech support as well!

Agustin Jaramillo (AJ)

Greater West Town Community Development Project

Vocational Instructor/Program Coordinator

Teaching Context

• My Classroom:
• Computer Lab
• 20 Desktop Computers/12 Laptop Computer/5 Tablets
• Google Classroom
• My Students
• 15-20
• Adult learners Vocational training, mostly low income, underserved population within Chicago and surrounding suburbs.

Implemented Technology & Resources

• Technology
• Desktops
• Laptops
• Tablets
• Resources
• Northstar Digital Literacy
• Google Applied Digital LIteracy
• Google Classroom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Classroom Instruction
• Self guided learning modules with Northstar Learning and Google Applied Digital Literacy
• Metrics
• Digital Literacy Self Assessment (Start of training, midpoint, end)
• Northstar Digital Literacy (9 Modules)
• Basic Computer Use, Internet Basics, Using Email, Windows 10, Microsoft Word, Social Media

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Limited access to digital devices and internet.
• Self guided instruction is not always the best option for learners

Lisa Manalisay

Richland Community College

Office of Adult Education�Transition Coordinator

Teaching Context

• My Classroom:
• My role is mixed: administrative and some classroom time
• Main Adult Ed classroom reconfigured to include desktop computers in addition to laptops
• My Students
• 16-60 yrs., Adult Ed--most ABE, a few ASE
• Limited technology: a few without smartphone (or any device) and limited access to internet
• Many Barriers: unemployed/underemployed, low-income, basic skills deficient, single parent(s), foster-care youth, lack (personal) transportation

Implemented Technology & Resources

• Technology
• ClassVR headsets
• Desktop and laptop computers
• Resources
• CCLC sponsored: Northstar Digital Literacy (NDL) Assessments, Learning Upgrade app, CrowdED Learning
• ICCB sponsored: i-Pathways, Burlington English
• Google Classroom
• Zoom

Strategies and Metrics

• Instructional Strategies & Needed Adjustments
• Scheduled small group instruction for ClassVR student volunteers
• Needed Adjustment: increased time and frequency
• Metrics
• Northstar Digital Literacy Assessment/Module: Basic Computer Skills/Standard 13/Lesson 8
• Teacher Observation/Student Self-Assessment

​

Implemented Technology & Resources

• Technology
• Class VR -https://www.classvr.com/classvr-community-portal/
• Four/4 VR Headsets, charging case, tech support ($1499)
• CVR-CCP-1: Annual Subscription for ClassVR Portal for single bldg ($399)
• Resources
• https://classroom.google.com/u/1/c/NDg5NzgwMTk2ODla for Instructor Kista Corrington
• https://classroom.google.com/u/1/c/NjYyNTE5MzM3NzZa/p/NjYzMjYyMzE0NjJa/details for Instructor Julie O’Laughlin
• Burlington English--https://www.burlingtonenglish.com/
• Reviews by Phil Suarez & Emily Corrie, ESL instructors https://drive.google.com/open?id=1AflXo9-ZeHNTifzUfdx2r3H7xtPSAQvwI6G3_rV5MpE

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Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Scheduling with classroom instructors & students
• Participation by instructors-- all completed NDL proctor training
• Tech/digital surveys helped instructors with lesson development, assessment of skills and identifying gaps
• Aha! Moment --- seeing students that are excited about using VR and instructional delivery in an innovative manner.

Kathy Allison

​

United For Better Living, Inc

Executive Director, Secretary of State Adult Volunteer Literacy Provider

​

Teaching Context

• My Classroom:
• ABE and Math. 7 Computers, One Laptop and One smart Board
• One on One, and Groups, 15 Volunteers
• My Students
• Adults 35 Years and older, No High School diploma, Unemployed
• They are low-level readers

Implemented Technology & Resources

• Technology
• 6 Computers Stations
• One Laptop
• One Smart Board
• Resources
• Northstar, Various Modules
• Kahn Academy
• New Readers Press (printed materials)

Strategies

• Instructional Strategies & Needed Adjustments
• 15 Tutors
• More low level technology for non-readers (software)

​

Metrics

​

• Integrating new adult learners into technology
• Incorporation of digital tools into our program can help provide low income students (who otherwise wouldn’t have access to digital technology) with literacy training
• Direct Observation (Instructors test by observing)

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Getting students to use tech in the classroom, like Northstar but losing those gains with COVID-19
• Roadblocks, not being able to engage one-on-one and classrooms learning due to COVID-19
• “Aha” We still needed to meet our students learning needs and many had no access to technology at home: Tutors were able to send students via U.S. Postal service homework assignments
• Once assignments were completed they were communicated via text or phone calls

Keona Owens

Executive Director

Touch Gift Foundation�

Teaching Context

• My Classroom:
• Digital Literacy Coordinator + 2 Tutors
• 6 chromebooks
• 2 tablets
• My Students
• 23 adult learners
• 17+ yrs., Adult Ed (ABE & ASE), low-literate to advanced literate, low-income, underserved, unemployed
• Limited access to technology and/or internet services

​

​

Implemented Technology & Resources

• Technology
• Chromebooks
• Tablets
• Zoom
• Telephone
• Resources
• Northstar Digital Literacy (NDL)
• Google Classroom + Google Applied Digital Skills
• i-Pathways (GLE >=4.5) + Khan Academy (GLE <= 4.5)
• COVID-19: Canvas + Essential Education + Zoom

​

Strategies and Metrics

• Instructional Strategies & Need Adjustments
• Classroom instruction, group + 1:1 tutoring
• Self-guided instruction i-Pathways, Khan Academy, Google Applied Digital Skills, Google Classroom
• Metrics
• Pre-Self Assessment + Northstar Digital Literacy Assessment
• Google Applied Digital Skills
• Student retention & completion
• Grade Level Attainment
• Job offering and placement

​

Lessons Learned

The roadblocks & challenges I’ve overcome and my “Aha” moments

• Technology + Internet Accessibility
• Resistance to change + foreignness (unknown territory) technology
• 1:1 student instruction opposed to self-guided instruction

Final Thoughts

Some (of many) team takeaways ...

The IDLL, for our team, was a great opportunity to:

• Find, purchase, test out with our students, and assess the success of a wide range of technologies
• Learn new platforms and improve our personal and professional digital skills
• Keep students engaged and improve attendance

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Questions or Comments?