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1. Information and Learning Technologies
in Adult Literacy
Moving Forward
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2. The world we live in
We now live in a world that functions
increasingly in a technology
encompassed mode, and learning and
work are less and less accessible to
those who cannot use technology.
(Power of Technology, p. 2)

3. The world we live in
In 2009, 80% of Canadians aged 16 and older, or 21.7 million people,
used the Internet for personal reasons, up from 73% in 2007 (Stats. Can. 2010)
Canadians are spending more than 18 hours a week online, compared with 16.9
hours watching television. (Ipsos Reid survey reported in the Financial Post Mar.
22, 2010)
Facebook now has over 70 million users worldwide? And the Canada is the third
largest country with more than 7 million active users.
Worldwide - Canada has the highest number of Twitter Users
At last count there are 21.455.000 cell phones in Canada

4. The world we live in
Information and communications technologies (ICT) competencies are now
essential to many jobs
Majority of jobs in Ontario require some level of ICT competency (OSP, 2009).
(Newman p.1)
By 2016 70% of jobs in the U.S. will require some Ievel of ICT competency
(Bureau of Labor Statistics)

5. Overview
AlphaPlus Literature Review
Digital Technology Competency Development

6. AlphaPlus Literature Review
We set out to take a look at the recent literature relating to ILTs, E-Learning
and emerging digital technology in education to…
Sort out the terminology
See what ILTs could mean for learning and teaching in ABE
Synthesize the findings and contextualize to ABE
See where the research gaps are so that we can begin to learn more about
the opportunities and challenges of ILTs in Adult Basic Education in
Canada

7. AlphaPlus Literature Review – One Little
Problem…
Very little research on the current state of use of ILTs/E-Learning in Adult
Basic Education in Canada !!
Urgent need to look at ILTs/E-Learning grounded in our own programs
Urgent need to look at what Canadian students and Instructors know, want
and need !!!

8. Looking at the Literature – What we are
learning…
Why talk about e-learning, blended learning, or ILT and TEL?
Terminology…
E-Learning encompasses “a wide variety of electronic technologies used
for educational purposes, and a wide variety of educational formats and
designs”. (Bates, 2009)
Blended Learning “refers to the appropriate combination of instructional
media to achieve learning objectives”. (Holden & Westfall, 2010)
Information and Learning Technology (ILT) or Technology-Enhanced
Learning (TEL) – different shorthands for the range of methods of using
technology to extend and enhance the learning experience (Becta, 2010)

9. Looking at the Literature – What we are
learning…
How e-learning/ILTs can make a difference…
To increase access to learning opportunities/increase flexibility for students
To develop the skills and competencies needed in the 21st century, and in
particular to ensure that learners have the digital literacy skills required in their
discipline, profession or career – or, put simply, to get work in the future
To meet the learning styles/needs of millennial students
To de-institutionalise learning/to enable self-managed learning
( From a List provided by Dr. Tony Bates in his Blog June 18th 2009)

10. What we are learning about Learning and ILTs
ILTs offer the possibility for much wider access to learning opportunities and
options for anywhere/anytime participation in learning
Studies show that adult literacy learners engaging in online learning show
significant gains and enhancement of self-confidence, self-direction and
independence
Non-traditional modes of teaching/learning support students who did not
succeed in the more traditional education system
Ever improving assistive technology helping students with learning disabilities
Multi-modal approach – developing essential digital skills while learning using
ILTs
Collaborative Learning

11. What we are learning about Adult Basic
Education
Need to re-think assumptions about delivery
Learners, even those at the lowest learning levels, can participate and
succeed in online learning
Blended learning – the combination of face-to-face and online learning
works best for adult basic education students
ILT offers many opportunities for new models of teaching and learning in
adult basic education and…
Many challenges in supporting instructors to integrate technology in their
practice

12. What we are learning about Adult Basic
Education
Second digital divide – access, exposure to technologies
Need to consider how to assess/evaluate learning with ILTs
21st century skills - technological fluency, innovation, communication and
collaboration, research and information fluency, problem solving, and digital
citizenship
What is the role of adult literacy programs and practitioners in supporting
learners to acquire these skills?
Need to consider if digital literacy a basic skill?

13. What we are learning about Teaching and ILTs
ILTs offer important benefits and
opportunities for learning in Adult Basic
Education – however instructors need
significant support , professional
development and training in order to
take advantage of the opportunities and
to integrate ILTs effective in their practice

14. What we are learning about Teaching and ILTs
Supporting practitioners to effective use and integrate ILTs …
Skills training is not enough – although instructors benefit from concrete
examples of technology in use
Effective professional development and training is Instructor centred rather
than Techno centric
Instructors must be at the centre of their own learning – learning styles,
familiarity and comfort with technology, values etc. must be factored in
when planning professional development

15. What we are learning about Teaching and ILTs
Supporting practitioners to effectively use and integrate ILTs …
Instructors need to see how the tech will benefit their students
Instructors need time to experiment and freedom to take risks
Don’t underestimate the value of positive experiences- encourage critical
feedback
Continuing Professional Development (CPD)
Enable real opportunities to network with peers and colleagues – to share
and learn from one another

16. What we are learning about Teaching and ILTs
Supporting practitioners to effectively use and integrate ILTs …
Canadian adult literacy practitioners are enthusiastic about online learning for
professional development
GO online project
Online communities of practice as effective tools to support practitioner learning
Possible professional development models
Evaluating the effectiveness of professional development

17. Where are we heading & How do we get there
Some ideas…..
Information sharing – collaborative learning in Online Communities of Practice
National Consortium to exchange knowledge, share our learning, questions,
resources, for learning and teaching with ILTs
Laptop for every adult literacy practitioner ??

18. Digital Technology Competency Development
Beyond Essential Skills Computer Use
OALC Use Technology competency development
Development of Digital Technology competency
Exploring the role of digital technologies in
program delivery & professional development

19. Beyond Essential Skills Computer Use
“Computer use is the ability to use computers and other electronic
equipment (e.g. fax machine, calculators, and automated bank machines.
The importance of strong computer use skills continues to grow as we
become increasingly dependent on technology to carry out our work and
daily activities.”
ES Computer Use too narrowly defined and out-of-date considering the
current use of digital technologies in work, family, and community
contexts.
Scan of literature and framework resources about technology skills in
educational contexts in U.S., U.K., Ireland, Australia, and New Zealand.
Skill levels, computer list, and computer use self-assessment of the Ontario
Skills Passport and intake module of LearnToLearn (L2L)

20. OALC Use Technology competency development
Task Collection in consultation with LBS delivery streams
Task Sorting into the use of digital technologies in terms of
- discrete sets of skills related to occuaptional skills
- foundational/enabling skills to perform tasks within other
competencies using digital technology as a medium
Development of Task Groups and Sorting of Task Examples
Review of Task Groups
- natural connection to task groups in other competencies, i.e the
same task but performed with a digital technology medium
- transitional value in enabling learners to use technologies with the
same ease and effectiveness as print-based materials

21. OALC Use Technology competency development
Task Scaling with reference to task complexity
Context: prior knowledge and experience a person brings to a
situation can make a significant difference to performance
– Vocabulary
– Contexts
– Task content
– Text content
Text and Task Complexity: continous text and documents
including visual displays and interaction required by a person
– Text length and complexity
– Process required responding to a question
– Information “requested” by the task
– Inference required to complete the task

22. OALC Use Technology
competency development

23. Activity
What digital technology uses are important for your learners?
- Operate digital devices
- Install hardware
- Install, Add & Run Software
- Manage Connectivity & Networks
- Manage Digital Access, Security & Privacy
- Manage Digital Files & Records

24. Activity
Do your learners use or have a need to use digital technologies
when performing tasks described by other competencies?
- Communicating Ideas & Information
- Self-direct; Act Autonomously
- Find and Use Information
- Numeracy
- Engage; Work with Others
Note that OALC competencies listed are not final.

25. Exploring the role of digital technologies in
program delivery & professional development
Technology Capacity and Use surveys
Potential for the use of technologies in literacy programming has increased.
Many learners demand to learn in ways similar to what they encounter in the
work place.
Self-evaluation of a program’s capacity to engage in online learning and
training is a first step in developing a technology and pd plan.
Two surveys were developed in collaboration with the LBS Regional
Networks and an Advisory Group representing the E-Channel and Ace
online delivery agencies.
- For practitioners of your agency to self-evaluate their own technology use.
- For agency administrators to evaluate the agency's technology capacity.
www.alphaplus.ca > Tools and Resources > Technology Surveys

26. Activity
What kind of experience with using technologies is important
for literacy practitioners for
- training and professional development?
- locating learning resources?
- creation/adaptation of learning materials?
- program delivery?
- administrative activities?

27. Next Steps
Digital Technology competency development
- Discussion paper to begin overarching discussion in Canada and beyond
- Potential for work on updating the ES Computer Use competency
Technology Surveys development
- refinement and continued developement, e.g. use of social media
- adaptation and customization to meet the needs of agencies or networks

28. Activity
Place yourself in one of the four corners
Are you an avid technology user,
curious about the use technology,
interested in how it can be used, or
skeptical if it’s important at all?
Then, discuss this question in your group:
What is your opinion on the use of technology?
Write some bullet points on the flip chart and select a
spokesperson to report back to the larger group
A summary of all view points will be posted on the AlphaPlus Blog;
you are invited to comment and continue the discussion

29. References
AlphaPlus Tech Podcasts http://podcasts.alphaplus.ca/
Bates, T. (2009) Trends and Developments in e-learning
http://intranet.contactnorth.ca/en/data/files/download/All%20Staff%20-
%200910%20FY/2009_September_30_Trends_Developments_eLearning.pdf
Bates, T. (2010) Fast Forward: How Emerging Technologies are Transforming Education and Training
http://www.contactnorth.ca/en/data/files/download/pdf/FastForward.pdf
BECTA (2009) Continuing Professional Development in ICT for Teachers: A literature review
http://partners.becta.org.uk/upload-dir/downloads/continuing_cpd_ict.pdf
Bynner, J. et al (2010) The three divides: The digital divide and its relation to basic skills and employment in Portland, USA
and London England http://www.nrdc.org.uk/publications_details.asp?ID=164
Davis, N. & Fletcher J. (2010) E-learning for adult literacy, language and numeracy: summary of findings (New Zealand)
http://www.educationcounts.govt.nz/publications/tertiary_education/76972
Fahy, P J. & Twiss, D. (2010). Adult literacy practitioners’ uses of and experiences with online technologies for
professional development. http://www.ccl-cca.ca/pdfs/JARL/Jarl-Vol3Article2.pdf
Getting Online: Distance Education Promising Practices for Canadian Literacy Practitioners (GO Project) (2007-2009)
http://www.nald.ca/gettingonline/
Langille, L M. (2004). Adult Literacy Educators’ Perceptions of Technology Integration.
http://www.nald.ca/library/research/adtlitti/adtlitti.pdf
McCain, M. (2009). The Power of Technology to Transform Adult Learning http://www.caalusa.org/POWER_OF_TECH.pdf
Miner, Rick (2010). People with jobs; Jobs without people.
http://www.collegesontario.org/research/research_reports/people-without-jobs-jobs-without-people-final.pdf
Porter, P. & Sturm, M. (2006). Crossing the Great Divides www.alphaplus.ca/en/web-tools/online-publications-a-
reportsgroup1/crossing-the-great-divides.html
Silver-Pacuilla, H. (2007) .Assistive Technology and Adult Literacy: Access and Benefits
http://www.ncsall.net/fileadmin/resources/ann_rev/silver-pacuilla-04.pdf
Silver-Pacuilla, H. (2008). Investigating the Language and Literacy Skills Required for
Independent Online Learning http://www.eric.ed.gov/PDFS/ED505199.pdf
Warschauer, M. & Liaw, M-L. (2010). Emerging Technologies in Adult Literacy and
Language Education http://lincs.ed.gov/publications/pdf/technology_paper_2010.pdf

30. Contact Information
Maria Moriarty
mmoriarty@alphaplus.ca
Matthias Sturm
msturm@alphaplus.ca