Adult Computer Literacy 1. Adult Computer Literacy Program. George E. Brooks. East Carolina University

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1 Adult Computer Literacy 1 Adult Computer Literacy Program George E. Brooks East Carolina University ADED 6379 ISSUES AND STRATEGIES IN ADULT LITERACY Dr. Christy M. Rhodes

2 Adult Computer Literacy 2 Abstract Today's world is filled with numerous technological resources such as smartphones, smart devices, ipads, tablets, laptops, desktops and most adults can communicate via the internet on these devices. The ability of an individual to interact with a computer, referred to as computer literacy, has received increasing attention in the adult literacy research field of study. Using these technological devices, resources and by learning computer soft skills, adults can become more efficient in computer literacy skills. Adults who are efficient in computer literacy, numeracy literacy, information technology, and communication literacy can receive increased economic benefits, either through the advancement of vocational skills training needed for career placement, or potentially increase their earned income. Keywords: functional literacy, adult computer literacy, adult computer-interactions, digital literacy skills

3 Adult Computer Literacy 3 Introduction: Adult Computer Literacy is considered to be a paramount skill set for adults to possess in today s developed and developing countries. Employers need workers that have basic computer skills, as their employee positions become ever more dependent on computer technology. Many companies are using computers and other technologies to improve efficiency and productivity levels of their businesses in order to compete in the global economy; therefore, increasing the company s bottom line and increasing the economic growth of their employees. The purpose of this paper is to gain comprehensive knowledge of adult computer literacy. Defining adult computer literacy is not as easy as it sounds. According to Webster, literacy is defined as the quality or state of being literate or the ability to read and write. However, to some researchers, this definition is too simplistic, leading to multiple models of literacy. There is a new literacy emerging around the world that will soon demand the immediate attention of everyone, and this new emerging literacy is computer literacy. A more useful definition of computer literacy can defined as an understanding of the concepts, terminology, and operations that relate to general computer use or the essential knowledge needed to function independently with a computer. This functionality includes being able to solve and avoid problems, adapt to new situations, keep information organized and communicate effectively with other computer literate people. As society becomes progressively more dependent on computers to take care of our daily needs, adult computer literacy has also become increasingly more important. This dependency on technology is creating a higher demand for more efficiently skilled computer literate individuals to meet the requirements of an increasing technological global workforce.

4 Adult Computer Literacy 4 Background of Adult Computer Literacy Programs Previous Adult Computer Literacy programs used work-based literacy, often categorized as work-based learning. These programs included literacy, numeracy, information technology skill sets delivered through the use of various computer training sessions. The adult learner would have selected a particular skill set for each learning session from a training selection menu. At this point, the computer program delivered the particular training skill set chosen by the adult learner. The adult learner would complete the training session to increase their computer literacy (Johnson, 2011). India Computer-Based Adult Literacy Program During the research for this paper, a similar model that uses a computer-based technology literacy program was utilized in India. A basic overview of the program used in India explains how other countries utilize computer-based literacy programs to educate their adult learners. The research findings of The Computer Based Adult Literacy Program, conducted by researchers Balavivekanandhan and Sriram in India, are presented in the following paragraphs. Computer Based Adult Literacy (CBL) means becoming literate with the help of Information and Communication Technology (ICT) by using computer based skills. ICT is an alternate approach, to address adult illiteracy. Computer aided literacy programs are especially beneficial in teaching the learning processes of computer literacy skills to adult learners. Computer based literacy programs can facilitate self-paced learning. The flexibility of the programs permits the adult learner to choose both a convenient time and pace of learning. The individual learner can adjust the transmission speed of instruction. The computer can evaluate immediately and give feedback. CBAL enable the learners to

5 Adult Computer Literacy 5 build their self-confidence and be successful. It provides a safe individual learning atmosphere, without fear of humiliation from other adult learners. The adult computer-based literacy program used in India provides multiple opportunities for training and practicing until the adult learners obtain mastery of the skill set being taught. It acknowledges responses and provides feedback, based on the individual learner's input. It has total recall, whereby information is stored as an electronic database; it can be retrieved by the learner randomly in any order, from any point that is needed and numerous times. The computer makes it possible to receive information through various sensory and conceptual modes; through the use of color, shapes, sound, animation and graphics. The use of additional sensory inputs, not only enhances the learning, but also attracts and motivates the learners. Overall, the use of computer-based programs for teaching literacy is much advantageous particularly for adult learners. At the same time, using a computer in teaching adults in India was found helpful to the implementing agencies and administrators, who often find it difficult to locate volunteers and instructors who are willing and have the requirements to teach adult literacy skills. Computers were installed in Continuing Education Centers (CECs) in India for adults to use for literacy training. These computers were permanently loaded with instructional software which cater to the basic literacy needs of the adult learners, without requiring implementation of special programs, and integrates different adult literacy programs in a single mode.

6 Adult Computer Literacy 6 United States Computer-Based Adult Literacy Program There are many different adult computer literacy programs sponsored in the United States by Federal and State governments, local community colleges and other non-profit organizations. A few of these adult computer literacy programs, sponsored by different agencies, will be reviewed to provide an overview of some of the literacy programs available in the United States in comparison to other countries. Federal Initiatives The U. S. Department of Education, Office of Career, Technical, and Adult Education, Division of Adult Education and Literacy all assist in the funding of computer-based program initiatives to advance adult education and to improve teacher quality. These initiatives help adults acquire the basic literacy skills necessary to function in today s society. These skills allow them to complete secondary education, engage fully in family life, attain citizenship, and participate in job training and retraining programs. Two of the major adult computer-based literacy programs funded are the Adult Numeracy and Digitial Liteacy Initiatves. These two programs are desgined to increase math content knowledge; math content standards use, and instructional skills among teachers working with adult basic education and resources for students, faculty and programs that can help to enable adult learners to succeed. North Carolina Community Colleges Initiatives The North Carolina College and Career Readiness initiative provides leadership, oversight, professional development and policy guidance to local community colleges and

7 Adult Computer Literacy 7 community-based organizations regarding literacy education. These adult literacy education programs include Adult Basic Education (ABE), English as a Second Language (ESL), and Adult Secondary Education (ASE) (Colleges, 2014). One of these programs, Transitions and Career Pathways, targets students with low basic education skills in writing, reading, math, and computer literacy. Consequently, we can see from these overviews there are many programs at the Federal and State levels that support adult computer literacy programs to educate adult learners to become more proficient in computer literacy. Technology and the Adult Computer Literacy Learner Adult computer literacy learners acquire their knowledge very differently than younger learners. Adult learners are much more results driven, goal-oriented, and practical, as well as being very self-directed. When it comes to technology, we cannot simply assume that all adult learners understand or know what to do with technology. With the rapid expansion of technological devices and informational technology, we have converted from a manufacturingbased economy to an information technology-based economy. This transition is presenting new challenges to most adult learners faced with having to keep up with the constant technology changes around them. Today more than ever, adult learners need to update their computer literacy skills to improve their basic computing skills, future job advancement, personal growth and understanding of the every changing world of technology around them.

8 Adult Computer Literacy 8 Life changes, career changes, and job changes are seen universally in today society. This means today s adult learner must be able to acquire and assimilate computer technology and new information to be able to survive in today s fast paced ever-changing global society. Adult computer literacy learners have several important characteristics that need to be addressed. The first characteristic is that they need to feel that what they are learning is important and relevant to their lives. The second characteristic is that they like to be selfdirected and responsible for their learning, which is why computer based computer literacy programs are an appealing option for learning new computer skills. The third characteristic is that the life experiences of adult learners form the foundation of their learning environment. The fourth characteristic is that adult learners are goal-oriented and want the learning to be clearly defined with achievable goals. The fifth and final characteristic is that adult learners are more motivated to learn information directly related to their job or social life. Any adult computer literacy training program creators must understand these characteristics of adult learners to ensure the programs are structured around their needs. Traditionally, knowledge and training were provided in one of two ways: on-the-job training supplied by their employer, or through individuals attending courses at a college or university. Currently both businesses and educational institutions are now turning towards offering informational content to adult computer literacy learners through technology-based distance education, which is available at their own pace and schedules. It has become apparent that computer competency is necessary not only for citizens to function efficiently on a personal level in our society, but to develop, advance and succeed in their professional lives. However, this

9 Adult Computer Literacy 9 also presents a problem, as computer-based learning presents several impediments to most adults today (Johnson, 2011). Issues Confronting the Adult Computer Literacy Learner: Funding The funding for adult computer literacy programs can come from many different revenue sources. This includes local funding from non-profit organizational programs that support adult computer literacy, state-funded and federal-funded adult education programs that provide a vast array of financing through multiple programs. One of the largest funding sources allocated to adult computer literacy education falls under the Federal funds obtained through Title II, the Adult Education, and Family Literacy Act. The Workforce Investment Act (WIA) provides states funds to distribute to local educational agencies, volunteer literacy organizations, institutions of higher education, public or private nonprofit agencies, libraries, and public housing authorities. There are also Title II funds that specifically finance the following services: Adult education and literacy services; including workplace literacy services, family literacy services, and English literacy programs. Research consistently indicates increasing costs of technology devices, internet services and lack of access, as the primary reasons why adult computer literacy learners are not continuing to educate themselves on the ever-changing technology skills. These everyday skills are needed to function and to survive in our modern technology driven society. Subsequently, as adult computer literacy programs are growing across the United States and available resources

10 Adult Computer Literacy 10 are increasingly limited, policymakers and program managers need to explore more ways to support funding and to help deliver programs more efficiently as the demand increases. Lack of Expertise Many adult computer literacy learners are faced with two symptoms that impede their success in obtaining computer literacy skills. These symptoms are technophobia and anxiety. The first symptom, Technophobia or computerphobia are phrases used by researchers to describe a condition in which a learner has (a) resistance to talking about computers or even thinking about computers, (b) fear or anxiety towards computers, and (c) hostile or aggressive thoughts about computers (Johnson, 2011). The second symptom is anxiety which is a major impediment to technology use and implementation, and a major barrier to adult computer-based learning and training. To better meet the needs of the adult computer literacy learners, we need to have a good understanding of the factors that affect an adult s computer attitude and thus be able to identify high-risk learners that may require additional intervention. Therefore, once the adult computer literacy learner overcomes these symptoms, they will be able to move forward in the learning progress; and thus become an educated person and able to overcome their lack of information technology expertise. Time Management Adult computer literacy learners are juggling many different things that may arise in their fast-paced everyday life. There are 168 hours in a week. Between 40 to 50 of those are usually spent working and/or sleeping. Now, if you figure in eating, commuting, family time, we do not need a calculator to see that adult learners have many time demanding tasks to manage each day.

11 Adult Computer Literacy 11 However, millions of adults are becoming more computer literate each day as they figure out a way to manage their daily life and fit in time to increase their computer literacy. Training It is becoming increasingly important to have adult computer literacy skills for work and education. In the future it will be necessary for members of underserved populations (often immigrants and low-income families) to be able to cross what has become known as the "Digital Divide." There are numerous resources located on the internet for teaching adult computer literacy to these populations. However, only a broad overview about these resources is explored below, due the excellent teaching resources that can be located on the internet. In the following paragraphs, we will explore a list of strategies presented in a training manual, Effective Computer Education Strategies, A Teaching Manual for Computer Skills Educator, that can be used to teach adults to become computer literate (Ashby, 2012). The first strategy we will explore is the Backwards Design, which starts with a learning goal for students to achieve by the end of the class and works backward from there. Teachers identify relevant sub-topics and skills that need to be covered to reach the learning goal and then create lesson plans that cover these sub-topics and competencies. The second strategy is Explicit Instruction, its purpose is for students to understand why the given content is being taught, how it applies to their life needs, and the various processes required in order to complete the given tasks. Explicit instruction is based on the idea that if students understand how a concept can serve them in their life, they will be more motivated to learn it.

12 Adult Computer Literacy 12 The third strategy, Constructivism relies on active student participation. Teachers guide students by encouraging questions and pointing them in the right direction, but leave it to students to define the concepts they study in a way that makes sense to them. The idea behind constructivism is that if students have the opportunity to create their meaning of the content being taught, they will understand it better and gain the skills they need to be independent learners. In the final strategy, Adult Learning Theory the lessons must be based on relevant content. First, the instructor needs to explain the value and relevancy of what the students are learning to create the desire within the student. Start with direct instruction, having students follow step-by-step instruction. Next, use controlled practice, with a goal in mind chosen by the instructor, who supports them and talks about mistakes. Finally, allow for creative application, where the students think of a goal related to their needs and attempt it with or without instructor support. It will be the educator s responsibility to become familiar with each of the four strategies given, and decide how and when to implement them. Consequently, the most important aspect of any adult computer literacy course is that a computer literacy class should prepare adult learners to become independent computer users. Moreover, that every lesson should help the adult learner to acquire necessary skills to meet his or her individual computer literacy goals.

13 Adult Computer Literacy 13 Conclusion: In closing, there are many social and cultural pressures on adults to use technology in our ever-changing technolgy driven society. The use of technology is becoming an increasingly popular tool to provide the necessary content for life-long learning, since internet-based training has created access to the classroom available 24 hours a day, seven days a week. Research has shown that adult learners, who are properly trained on how to use technology are highly motivated learners that are capable of absorbing both the content and technological skills necessary to succeed. Therefore, as educators, we need to consider these challenges when developing adult computer literacy content for online learning tools and online learning courses.

14 Adult Computer Literacy 14 References: Ashby, J. P. (2012). Effective Computer Education Strategies, A Teaching Manual for Computer Skills Educator. AmeriCorps. Minneapolis and St. Paul: Community Technology Empowerment Project. Retrieved from Balavivekanandhan A, Sriram. A. (2012, May 1). Research on Computer Based Adult Literacy. International Journal of Computer Science Issues, Ball, N.(2001)Technology in Adult Education ESOL Classes, Journal of Adult Education Information Series,No.1 Vol.40,2011. Retrieved from Groleau, D. G. (2004). An analysis of barriers to adult learner persistence in online and face -to - face courses ( ). Available from ProQuest Dissertations & Theses Global. ( ). Retrieved from Johnson, M. (2011). Adults and Technology How to Deliver Effective Instruction and Ovecome Barries to Learing. Retrieved June 4, 2016, from University of Missouri St. Louis Campus: Technology.pdf Marshall, H. R. (2014). Digital technology and adult online learner preparedness: Providing appropriate support for developing computer comperacy ( ). Available from

15 Adult Computer Literacy 15 ProQuest Dissertations & Theses Global. ( ). Retrieved from Yager, S. E., & Szabo, Z. (2014). USING ELECTRONIC RESOURCES TO TEACH COMPUTER LITERACY: STUDENTS' PERCEPTIONS AND USE. International Journal of Education and Psychology in the Community, 4(1), Retrieved from