When Ontario declared a state of emergency due to the COVID-19 pandemic, the pivot to remote learning happened very quickly for literacy and basic skills (LBS) practitioners. In Toronto and York Region, Metro Toronto Movement for Literacy (MTML) partnered with AlphaPlus’ Educator Network (eNet) to provide these educators with support and professional development.

In April of 2020, MTML board member Susan Lefebvre envisioned a space for adult literacy educators to meet, network and share achievements, experiences, challenges and technical knowledge. Already working with AlphaPlus to address MTML’s digital technology infrastructure needs, Susan brought her vision to AlphaPlus team member Tracey Mollins, an organizational development consultant for education and technology.

“I’m not technical, but I knew what I wanted to achieve. Tracey has expertise in specific technologies and blended learning, with many resources at her fingertips. As a former LBS instructor herself, she relates well to the audience I wanted to support,” Susan explains. “I also knew that Tracey would be able to help provide a framework for our group.”

Susan suggested starting with weekly calls via Zoom and, with Tracey’s input, decided on a learning circle approach, allowing participants to set the agendas and find solutions to common challenges collaboratively. 

“Because of COVID-19, we were able to take an unusual approach to professional development,” Tracey explains. “We formed a community of practice of highly motivated people working on the same challenge: the pivot to remote learning. We gave the group a place to turn and decided to be flexible and adaptable. And we recognized that while participants could have made the pivot on their own, in the middle of significant disruption, we could make the integration of technology smoother.” 

The first “Silver Linings Café” meetings kicked off at the end of April — the name coined by Susan to acknowledge the motivation and ingenuity demonstrated by instructors as they navigated the complexities presented by the pandemic. From April 30 to June 25, 2020, MTML and AlphaPlus hosted more than 40 literacy practitioners in 12 meetups. Along the way, Tracey helped Susan to research useful technologies and provided demonstrations to help instructors learn a new feature or skill to apply in their next online class. 

At the end of the five months, Silver Linings Café participants reported reduced feelings of isolation, a shortened learning curve and increased confidence associated with digital technology for remote learning. They reported feeling empowered to help learners tackle learning barriers and noted a beneficial impact on learner engagement. Participants had also been able to help each other by sharing community support resources such as links to food donation programs, computer donation programs and the Toronto Public Library’s Wi-Fi hotspot lending program.

Susan, AlphaPlus and a team of contributors documented many of the group’s lessons, creating and publishing a suite of guides. COFA generously supported the translation of the guides. Topics include setup, in-meeting controls and whiteboards, breakout rooms, polling and building engagement to help others make the most of their Zoom meetings with adult literacy learners.

“AlphaPlus stepped up province-wide during COVID-19, and their partnership made this experience a success for the programs in our network,” says Susan. “Everybody agrees that we cannot drop the ball on technology when we go back to in-person learning. We must continue to benefit from AlphaPlus’s knowledge and leadership in blended learning, and we have to continue to think about breaching the gaps in access to technology many of our learners face.”

Would you like to connect with fellow practitioners in the adult literacy education space? We offer periodic, time-based and structured network experiences for educators with similar goals and visions for using digital technology. Learn more about current and upcoming cohorts of our educator network. If you have questions or would like to talk about joining a group, please contact Tracey Mollins,  at tmollins@alphaplus.ca

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Coaching Story: Metro Toronto Movement for Literacy (MTML)

In early 2020, Metro Toronto Movement for Literacy (MTML) was grappling with several digital technology issues. Their website had been corrupted three years earlier and had not been replaced. Recent turnover of staff meant they needed to address technology knowledge and skills gaps. And they needed to decide on and commit to a single productivity suite.

MTML is a membership-based umbrella organization supporting 26 agencies in Toronto and seven in York Region running Literacy and Basic Skills (LBS) programs — in some cases, two or even three programs — at multiple locations. In addition to advocating for adult learning, MTML supports these programs through education, information and referrals, professional development, service co-ordination, research and more. 

According to board member Susan Lefebvre, early 2020 was the right time to address all of MTML’s digital technology challenges from the ground up: “Having worked in this field for years, I know the team at AlphaPlus and I knew they could help us. They are extremely knowledgeable, competent, approachable and, very importantly, they start with you, where you are. That’s so important when it comes to technology because it can be intimidating, with so many moving parts.” 

Coaching MTML toward their desired outcomes

Susan began working with Maria Moriarty at AlphaPlus and then after Maria’s retirement, Monika Jankowska-Pacyna, their organizational development consultant for education and technology. Monika, who has many years of experience supporting adult education service providers through the implementation of technologies that improve their work in the classroom and reduce administrative burden, took an incremental approach to helping MTML.

“We started our coaching engagement by addressing gaps in technology skills and troubleshooting administrative processes,” Monika explains. “Over the longer -term, we gradually tackled bigger administration issues. I gave MTML an overview of their choices: tools they could use to collaborate, such as Google Suite and Microsoft Teams. I guided them through a framework for what factors to consider and which technology solutions would address their numerous challenges in a holistic manner.” 

MTML decided on using Google Workspace and then worked with Monika to do specific things with the applications, including:

• File sharing and collaboration via Google Drive.
• Setting up emails via Gmail .
• Using Google Forms in assessment processes.
• Creating a new website using Google Sites. 

Moving toward strategic, intentional use of technology

“Looking back, we had been stuck for so long,” says Susan. “After our website was corrupted, we waited three years, debating the right website platform and worrying about the budget and maintenance. We also had so many discussions about technology systems and office suites — with differing opinions on which way to go. But Monika’s holistic, systematic approach helped us to take a big-picture view and carefully evaluate the options.”

According to Susan, investing the time and turning to AlphaPlus to coach them through the process has allowed MTML to move ahead in multiple areas. They felt confident about their decisions because they went through a process, and new team members have been able to jump in and build upon the digital technology foundation they’ve created.

“AlphaPlus put us on a path that incorporates digital technology strategically and intentionally — in fact, our business plan now has a whole piece on digital. Our own operations are stronger, and we are better prepared to try to support literacy programs in this area.” 

Would you like to connect with the AlphaPlus coaching team to incorporate digital technology into your practice? Learn more about current and upcoming Tech Coaching opportunities.

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A busy year for the adult literacy field and for AlphaPlus!

2020 has been like no other for our coaching team! It has been busy, hectic —and yes — sometimes overwhelming. Many programs reached out to our team to ask for ideas, support and training in the unexpected and fast shift to working from home and delivering their services remotely. 

It was also extremely rewarding to see these programs try new things, build up their confidence and then take off with so many great ideas. They started connecting with learners online, sharing resources digitally, offering online training, expanding their social media presence and so much more! 

Adult educators and practitioners grew their skills in 10 key areas

So what exactly were our Literacy and Basic Skills (LBS) coaching programs asking for and working on this year? Here are the top 10 items we covered in 2020:

1. Exploring video conferencing tools such as Zoom, Google Meet, Microsoft Teams and others to find the best tool for them to meet with staff, volunteers and learners online.
   
2. Learning how to share files and folders in the cloud through Google Drive or OneDrive to virtually access and share documents with team members working from home and with learners.
   
3. Setting up websites with Google Sites to quickly organize and share information, lessons, links, videos and other resources with staff, volunteers and learners.
   
4. Launching online classes using Google Classroom, Canvas, Moodle and more to move the lessons and activities to an online environment.
   
5. Developing quizzes and assessments using Google or Microsoft Forms to quickly get and see the responses from learners.
   
6. Digitizing printable materials to make the content accessible online as fillable forms or documents and using tools like Bitly to create short links.
   
7. Looking for affordable devices (internet sticks, mobile devices and laptops) to provide learners with access to technology from home.
   
8. Creating digital graphics, posters and promotional materials on Canva to reach learners via websites and social media.
   
9. Editing videos to share stories and meeting recordings with learners.
   
10. Applying for and setting up FREE Google Workspace for Nonprofits so that the entire organization can use Google apps such as Gmail and Google Docs, Sheets, Slides, Forms and more remotely.
    

Get inspired! Join us!

“We don’t know what we don’t know” is one of the most common statements from our potential and new coaching clients. If you’re interested in exploring new ideas and tools with us, learning what other programs are doing and using, plus getting hands-on training and support in implementing new solutions in your practice, reach out to us!

 Simply contact alan@alphaplus.ca or our other educational and technology consultants to grow your digital skills and explore the LBS coaching possibilities with us.

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In this month’s technology coaching feature, we’re talking with Pathways to Possibility (PTP) Adult Learning and Employment Programs, whose team recently worked with AlphaPlus coaches to modernize their programs with iPads in the classroom.

Why did you reach out to AlphaPlus to bring iPads into the classroom?
The Ministry of Training, Colleges and Universities (MTCU) IT funding grant in 2018 allowed us to purchase nine iPads and bring mobile technology and learning into every classroom at PTP. We already had a separate computer lab at PTP. The lab is based on personal computers, where students would have the opportunity to learn how to use technology in the workplace and office, and build general digital literacy skills. With iPads, we were planning to take technology out of the lab and into every single classroom to form technology-integrated classrooms. Our goal was to enhance learning, increase learners’ level of engagement and prepare them for the 21st century, where communications and learning occur through mobile technology.

Initially, we had some general ideas about the iPad’s potential to allow students to easily access authentic information and learning materials in each class. We also knew iPads could provide our learners with engagement and collaboration tools to use during classroom projects or to solve a problem.

But a challenge arose when we decided to implement and actualize the use of iPads in the context of school curriculum and classrooms. We realized we needed support to take full advantage of the iPad’s potential as a teaching and learning tool. We approached AlphaPlus with this question in mind: how can we get the most out of the iPad in the context of our school, teaching goals and environment? AlphaPlus offered us a mini-coach approach to meet our needs.

How did you identify and set learning goals with your technology coach?
The process began with an in-person meeting with our coaches, Maria and Tracey. We reviewed our learning curricula, goals and the iPad’s capabilities and began scheduling workshops.

AlphaPlus sent us a proposal for three workshops. Topics to be covered included:

• Assistive iPad tools
• Built-in features
• Technology integration framework
• Identifying teachers’ and learners’ needs
• Using general management of multiple iPads

We modified one of the workshops to include the use of the Google Classroom cloud-based learning management system for mobile learning.

Finally, we linked the proposed learning workshops to our educational goals:

1. Personalized learning (using built-in features such as text-to-speech to improve students’ reading skills, or using apps such as Photomath for developing the learners’ math and numeracy skills).
2. Teamwork or project-based learning (using online learning tools and services such as Quizlet, Padlet, QR code generators, surveys, Google Classroom and cloud computing).

How did your coach help the team integrate iPads into their work, and how are they being used today?
After the workshops, we had our own meeting as instructors to create some pilot lessons, materials, assignments, quizzes and resources. We also discussed how to overcome the technical challenges we face in the classroom by modelling ourselves as problem-solvers. We also decided to encourage students to use their own mobile devices and to use the school’s Wi-Fi so they could manage or balance their individual learning needs. We are still in the process of implementing mobile technology into our program.

How has the technology coaching process improved PTP’s work?
Coaching brought us together as instructors to realize the importance of technology use both for personal and collaborative learning. It facilitated the implementation and use of mobile technology classrooms and helped our team become familiar with very good learning tools and apps. Technology coaching also gave us a chance to reflect on how to implement mobile technology in our specific learning environment and how to deal with possible technical and educational issues.

How could other LBS programs benefit from coaching?
The AlphaPlus coaches have been very organized, co-operative, persuasive and insightful. There are a lot of potentials that need to be further explored for professional development using AlphaPlus coaching teams. Our busy day-to-day routine often got in the way of opportunities to explore what we need to do.

Technology is changing the dynamics of education and reshaping our way of learning. Traditional approaches to teaching and learning need to be revised to meet today’s learners’ expectations and ways of learning. We want to be a part of that.

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In this client coaching story, we’re talking with Lisa McArthur, program manager of The Literacy Group (TLG) of Waterloo Region, about how they used Google Sites to create an online resource for learners and linked it to their website’s home page. Learn about how the portal is helping learners continue to work remotely and keeping TLG connected and moving forward while we all work and learn from a distance.

Q: As a community-based learning program, what professional development challenges does your organization face, and how did working with an AlphaPlus coach help you overcome those challenges?

A: Money for professional development (PD) training is always an issue for non-profit organizations like ours. Also, we have a small staff, which means classes stop when individual staff are out for training. While it’s nice to go out for PD individually, working on a common development goal as a team can be better.

When we began consulting with Monika about AlphaPlus’s free technology coaching, she encouraged us to focus on specific projects and outcomes we wanted to achieve. This mindset drove our team-based professional development efforts and helped us to keep our goals and aspirations realistic and achievable.

Q: What website-building technology did the team choose to implement and why?

A: Google Sites provided ease of construction and let us make site content updates and edits that appear right away. We didn’t want a complicated site that is tricky to design and update or requires special web design knowledge to edit. Over time and throughout our coaching, we used the simple, user-friendly Google Sites template to create and post our content. As our coaching progressed, we learned more about the back end of Google Forms, particularly applying them toward improving team projects.

By the time we finished our coaching cycle and training with Monika, we had a solid foundation and scaffold of tools that we could further build out on our own. We were using Google Sites for learner stories (TLG voices), we had created an easy to navigate learner resource portal that lives on the home page of our website, and we created a new/updated computer curriculum. Now we’re developing a tutor resource portal on our own.

Q: How has using Google Sites allowed you to better communicate as a team and engage with other service providers and partners in your region?

A: Based on our analytics provided through Google, our learner portal has reached readers around the world and hosted more than 600 learning opportunities. The portal launched just before the COVID-19 outbreak and TLG’s shutdown. Because the portal was already active, we were able to quickly create a COVID-19 info page that includes updated government information and links to federal, provincial and municipal websites, as well as links to health and well-being resources.

Our jobs page within the portal includes links to employment services and programs available in our regions, and our partner organizations have asked us to add links to their services and online resources so learners can access them all in one place. The next step will be expanding the site to permit public users of the portal to connect with the appropriate LBS program using a referral tool.

Q: How have Google Sites and Google Forms made learning and information-gathering easier for learners?

A: The learner portal created by TLG co-ordinators, Johanna Brown and Julie Sigrist, using Google Sites and the computer curriculum, in particular, are the sites most actively used and frequently updated. The computer curriculum template has given us an edge to add a fifth module that we would likely not have attempted without the knowledge gained through coaching.

Q: Describe the training and workshop process you followed with your coach.

A: Initially, we conferenced online with Monika to review our needs and schedule a four-hour face-to-face training session. After the training workshop, we booked a followup, and Monika made herself available to individuals and pairs of team members for mini sessions and problem-solving. This three-pronged approach meant that no time was wasted and we were free to tackle lots of issues as a team. It really served as problem-based learning, which I feel is the best way to learn and retain knowledge and skills long term.

Q: How will what you’ve learned through the coaching process influence future work and technology implementation, and how has it helped TLG work remotely?

A: Creating the learner portal has been instrumental in keeping us connected to our learners. The portal has also helped keep resources easily available to tutors, too. Soon, the portal will become the primary tool for one of our online classes. Soon, it will be used to connect the general public with various LBS programs.

We’re getting ready to launch our computer curriculum available fully online. This will allow learners to complete the curriculum independently or as part of a Zoom session with a tutor.

The courses and the portal can each be easily updated and edited to accommodate changes like the COVID-19 shutdown. In the future, when things are more stable, we will get back to finishing and launching the volunteer portal.

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Over the past few weeks, many LBS programs have reached out to AlphaPlus for support regarding how best to work from home and how to reach and connect with learners from a distance. Many are also reflecting on the inevitable changes the pandemic will place on how they do their work in the future. Our technology coaching services are here, as ever, to support teams and learners navigating the remote learning and working landscape.

Expedited, short-term coaching available

Teams who require support to make rapid changes to their program delivery and communication methods are invited to reach out to access short-term technology coaching sessions. Our coaches can help teams quickly identify technologies and tools that suit their current unique needs and can help programs improve administrative processes while keeping in touch with learners.

To learn more or sign up for short-term coaching, contact Alan Cherwinski, Executive Director.

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For this client coaching story, we spoke with Branne Plitnikas at Niagara College about working with a technology coach to implement Google Drive and Google Keep.

How did you work with your coach to assess your program’s digital literacy level?

Our associate dean is very supportive of professional development (PD) for her staff. Monika at AlphaPlus supported me in improving my digital skills so I could deliver an enhanced blended learning component into my classroom. She is also helping me learn to use iPads in our program and to improve our digital usage of applications with our students and is improving our familiarity with open educational resources (OER).  

Describe the process of identifying your program’s technology needs and identifying the right tool, in this case, Google Drive.

Through multiple questions, Monika gained a comprehensive overview of how our curriculum and classroom subject disciplines operate within a classroom setting. After assessing my individual goals and skill set, she suggested tools that might benefit my own learning while also meeting my students’ needs. Google Drive has proven to be a simple and effective tool that has allowed both my students and me to become familiar with some digital technologies and apply them effectively in the classroom using computers and smartphones.

How does this tool serve your learners and improve your role as an educator?

My learners are now able to access their work through folders online, so if they miss a class, I deposit missed work into their respective folders. If they need a repeat of a lesson from class, I deposit that lesson into their folder, and they are free to review it at a time that works for them. Using Google Drive, students send me work that I can mark and send back to them. We also use it as a real-time communication tool. Here, students can indicate if they are sick or will be late — the app keeps them connected to their school in a way that they were not before.

I also use the Google Keep application for students’ plans of action (i.e. work that they are progressing through on a weekly basis and that’s due on a specific date). They can use the app to check off completed work, and we can both add and subtract work from their list. Google Keep can also be used on a smartphone.

Describe the training process you’ve followed to get comfortable using the tool and sharing it with learners.

My learning curve has been quite large, but implementing my new skill in the classroom has been wonderful and successful. My students are very supportive and engaged with the process as well. They can see that when I am in the role of learner, like them, my excitement in learning new things and experimenting and not knowing everything is positive and relatable. I take each student through the process of setting up a Gmail account (if they don’t already have one) and walk them through Google Drive, looking into their applicable folders, opening up documents I have placed in their drive, viewing their Google Keep application. This overview helps everyone get comfortable with the process. 

What feedback have you received from learners and staff? 

I sent out a Google Form to my students, which was another skill that my coach Monika taught me. The responses were positive from the students: 

• They are enjoying the use of Google Drive and Gmail within the classroom. 
• They said they like submitting their work to me online.
• They enjoy contacting me through Gmail with questions of clarification and getting somewhat immediate responses. 
• They enjoy the digital homework list to keep track of their work so it is never lost. 
• They enjoy going into their folders for tracking sheets or missed work or repeat lessons.

How could others benefit from working with an AlphaPlus technology coach?

I would recommend coaching to those looking to increase their own digital literacy to help students. My experience has been very positive. I was incredibly nervous at first, but Monika has a way of putting the learner at ease. She made it so I could set my own learning pace and separated the learning into small, achievable goals. She is tailoring the learning to my program and course content. She also helped ensure that my new skill set is applicable to my needs and wants and meets the content and technology needs of students.

To learn more about technology coaching, contact Executive Director Alan Cherwinski by email at acherwinski@alphaplus.ca

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Coaching Story: The Cochrane-Iroquois Falls Adult Learning Centre (Full Interview)

The gateway to confident learning comes from having access to the best means of expression for each learner. If someone has information to share, but cannot share it for whatever reason, everyone loses out. …Equally important, it provides a new frontier of curiosity. When a learner knows they can solve most problems readily, they are often more likely to stretch to learn things they would not have felt comfortable inquiring about in a traditional pedagogy.

At AlphaPlus, we’re we often asked questions like, What are other programs doing? or How are programs like ours using digital technologies and devices? To help answer these frequent questions, we’re sharing how one community-based program in Cochrane Iroquois Falls embraced technology solutions across their program. 
 
In February 2018, technology consultant Maria Moriarty visited the Cochrane and Iroquois Falls Adult Learning Centre to deliver technology coaching and training in collaboration with the learning centre team. Maria used this opportunity to ask the learning centre’s literacy practitioners what they’re doing with technology, how they’re using digital technologies and their advice for other programs. Here’s what they had to say. 

The Cochrane-Iroquois Falls Adult Learning Centre has been in operation since 1986. The program offers a range of learning opportunities for adults 19+ in both Cochrane and Iroquois Falls, Ontario.

Maria

I had the opportunity to visit the program in February 2018 as part of the AlphaPlus IT Coaching Initiative. It was an exciting trip for me and seeing the beauty of that region in winter, the dazzling white snow and the stunning blue skies made it especially so. I spent two days with the staff of the program at their Cochrane site located in the historic Canada Post building

Over our two days together we talked about how digital technologies and devices can provide exciting learning opportunities for adult literacy students and I got the chance to pick the brains of these dedicated adult literacy practitioners to find out what they think about and how they are using digital technologies with their students.

I will let the practitioners speak for themselves. Here are the questions I asked and their responses. I hope you find them as inspiring and hopeful as I do.

Which devices do you use? (e.g. desktop computers, laptops, tablets, smartphones, peripherals)

We use a combination of devices. From most useful to least used, they are:

• iPads (we have nine between three program sites)
• Smartphones (we have a BYOD—Bring Your Own Device—approach to learners’ assistive devices)
• Laptops and desktop PCs (we have a mix of both)
• Peripherals we use include: noise cancelling headphones, a scanner that is dedicated to a Kurzweil Pro Learn Station, a Smart TV with AirPlay and Chromecast capabilities

How do you use technology in the program?

We sometimes use online assessments for learners to identify their learning style and digital technology skills. 

We introduce technology that learners may not have such as Word, Excel, and PowerPoint in order for them to be ready for their next step. 

We purchased iPads a few years ago, and they are being used daily now. The iPads are used to access the internet while the learners are working at their desks. The iPads are used mostly for researching information, (YouTube Math videos, Grammar, researching careers with ontariocolleges.ca, the Khan Academy, etc.). Learners also search online to look for sample documents, for examples of sample cover letters, résumés, etc.

Why do you use technology in this program?

Practitioner A

It supplements every aspect of a learner’s progress.

Want to switch to a quiet location? Take the mobile device (laptop or tablet) to a carrel and continue working from your Dropbox folder. Having trouble with one of the questions that isn’t in the answer key? Use PhotoMath to look up the steps.

People who would rather struggle with figuring stuff out on their own—or if the instructor is helping someone else—may only need one small part of the answer explained. Fast forwarding a YouTube video to the spot where they explain the “one part they forgot” gives the learner agency to succeed independently.

With a class of ten to fifteen learners with staggered starts on different goal paths and unique learning styles, a practitioner can really see the benefit of using a device that takes care of the pedantic parts. A tablet can provide much more than just access to resources; it can be a diverse teaching tool that gives more independence to the learner.

Practitioner B

A ‘variety’ of learning keeps things interesting. It

• Provides learners with other options; listening to another instructor online with a different voice;
• Helps with learning styles…this way not everything is paper based;
• Keeps their learning interest and focus; and
• Prepares them for online learning opportunities, possible employment, and further education requirements.

How do students react to using technology for learning?

Practitioner A

There are two types of use.

The more traditional kind (formal computer application learning) is usually provided on an as-requested basis, so it’s clearly driven by a student’s desire.

The second type (holistic) is used to supplement a learner’s gaps or to provide them with some tangible benefit in their environment. This is usually mentioned early in the learner’s time with us and restated often. This helps remove the stigma surrounding the mistaken belief that the formal way is the preference in how one learns to use digital technology. The interesting thing to note is how that stigma is often present in both types of use, but how quickly it can be overcome by encouraging experimentation and exploration, while simultaneously downplaying the conceit that someone needs to know everything about how something works in order to use it effectively.

Practitioner B

Overall, they’re good with it.

Some love it, some resist a little, but with some coaxing, they will attempt the task, and then they see the value of the new tool and its ease of use, and start asking to use it daily.

Most have cellphones, so they are not as fearful of technology.

What have been some of the most important things you have learned in implementing and using technology in the program?

Practitioner A

The gateway to confident learning comes from having access to the best means of expression for each learner. If someone has information to share, but cannot share it for whatever reason, everyone loses out. If you give a speech-to-text enabled iPad to a strong orator who is also a struggling scribe, that person can share written communication as well as anyone else. Likewise, a struggling reader can reinforce their understanding of difficult text passages and proofread their own written work by having Siri read it back to them.

Equally important, it provides a new frontier of curiosity. When a learner knows they can solve most problems readily, they are often more likely to stretch to learn things they would not have felt comfortable inquiring about in a traditional pedagogy. If Google can resolve a burning question without the fear of being judged, some people are more inclined to seek out answers. 

Practitioner B

• Students have less fear than the instructor ☺
• As the instructor, you don’t have to be an expert to get them started.
• Some students take more pride in their finished work now versus their handwriting where they tended to make mistakes.
• It gives students more confidence in their abilities, which ripples to more; conversations with other students and instructors, gives them more incentive to try new things, or move ahead.
• The ‘prompts’ for grammar and spelling especially help the visual learners; they pick up on and/or see the mistakes.  BUT, we still stress proofreading and to not just rely on the devices.
• They self-correct a little more with programs like Word.  Foe example: when someone reverses b and d, or p and q in their writing, it’s picked up or noticed on the computer, so fewer mistakes are made and they are now more aware of it.
• Using the aids or tricks like right-clicking for synonyms allow them to expand on their vocabulary and knowledge, which helps for more creative writing and their work is not so repetitive.
• Using the speech-to-text feature for those who don’t have good keyboarding knowledge—or just have a fear of touching the device—allows them to see just how easy and effective these devices are.
• It also introduces the instructors to a device that they may may not be as familiar with, so it’s beneficial for them as well.

What advice (or words of wisdom) would you give to your colleagues in LBS programs about using technology – tips and tricks?

Practitioner A

Start by putting the devices out there. Find a champion who’s willing to keep the device(s) in running order and don’t be precious with their use. If a student asks, “Can I…” respond with: “Probably. Let’s find out”.

I started by leaving the iPads on the table every morning and any time a student asked for anything (research information, a YouTube video, a way to move information easily, a magnifying glass, a proofreader) I made it my first stop.

Once you have buy-in from one student, they’ll teach each other.

Develop a couple of easy protocols (back up and update weekly, secure storage of devices and passwords) and let the other protocols evolve naturally from that. For instance, we wrote up a simple sign-out sheet for devices once we installed tracking software and restrictions. This was directly addressing a need where we had students on a tight timeline who were using the iPad in class as a text-to-speech device to cover rather dense textbook information. They were able to work during the weekends to complete their assignments on time.

Finally, if you pick one thing that you use the technology for personally, share it with the learner. I can’t tell you the exact number of converts I’ve inducted by showing them Flipp for flyer shopping and coupon clipping! If the thing is useful and fun and easy to access, it opens the learner up to the understanding that the academic application will be equally simple to grasp.

Practitioner B

Dive right in! Keep your devices charged and updated. Offer it to them every day—put them out so they’ll be used. Make the investment, it’s well worth it.

See the newsletter summary of this case study here: Using Digital Teachnology for Learning

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Coaching Story: The Cochrane-Iroquois Falls Adult Learning Centre (Newsletter summary)

At AlphaPlus, we’re we often asked questions like, What are other programs doing? or How are programs like ours using digital technologies and devices? To help answer these frequent questions, we’re sharing how one community-based program in Cochrane Iroquois Falls embraced technology solutions across their program. 

In February 2018, technology consultant Maria Moriarty visited the Cochrane and Iroquois Falls Adult Learning Centre to deliver technology coaching and training in collaboration with the learning centre team. Maria used this opportunity to ask the learning centre’s literacy practitioners what they’re doing with technology, how they’re using digital technologies and their advice for other programs. Here’s what they had to say. 

What technology devices are you currently using? 
We use a combination of devices. From most effective to least effective, they are:

• iPads (we have nine between three program sites)
• Smartphones (we have a BYOD approach to learners’ assistive devices)
• Laptops and desktop PCs (mix of both)

Peripherals we use include noise-cancelling headphones, a scanner that is dedicated to a Kurzweil Pro Learn Station and a smart TV with AirPlay and Chromecast capabilities.

How are you using technology in the program?

• Assessments
  • We sometimes use online assessments for learners to identify their learning style and digital technology skills.  
• New technology
  • We introduce technology that learners may not have, like Word, Excel and PowerPoint, in order for them to be ready for their next step. 
• Self-directed learning
  • The centre purchased iPads a few years ago, and they are being used daily now to access the internet while learners are working at their desks, using YouTube math videos, grammar websites and Khan Academy, and researching careers with Ontariocolleges.ca. Learners also use them to search online for sample cover letters, resumés and job-search documents.

What are the benefits of using technology in your program?
A tablet can provide much more than just access to resources. It can be a diverse teaching tool that gives more independence to the learner and can supplement every aspect of a learner’s progress. 

If they’re having trouble with a question that isn’t in the answer key, they can access Photomath to look up the steps. Those who would rather figure things out on their own and may only need one small part of the answer explained can fast-forward a YouTube video to the spot where they explain the one part they forgot. This gives the learner the freedom to succeed independently. 

With a class of 10-15 staggered starts on different goal paths and each with a unique learning style, a practitioner can really see the benefit of using a device that takes care of the pedantic parts. 

What have you learned from implementing technology into the program?
It really does improve the learner experience
Confident learning comes from having access to the best means of expression for each learner. If someone has information to share but cannot share it for whatever reason, everyone loses out. If you give a speech-to-text-enabled iPad to a strong orator (who is also a struggling scribe), that person can share written communication as well as anyone else. Likewise, a struggling reader can reinforce their understanding of difficult text passages and proofread their own written work by having Siri read it back to them.

This provides a new frontier of curiosity. When a learner knows they can solve most problems quickly and easily, they are often more likely to stretch to learn things they would not have felt comfortable inquiring about in a traditional pedagogy. When Google can resolve a question without the fear of being judged, some people are more inclined to seek out answers.

Technology helps build practical skills

• It gives students more confidence in their abilities, which ripples to more conversations with other students and instructors and gives them more incentive to try new things or move ahead.
•  The prompts for grammar and spelling especially help the visual learners; they pick up on and/or see the mistakes.  
•  Using the aids or tricks like right-clicking for synonyms allows them to expand on their vocabulary and knowledge, which helps for more creative writing, and their work is not so repetitive.
•  Using the speech-to-text feature for those who don’t have good keyboarding knowledge or who have a fear of touching the device allows them to see just how easy and effective these devices can be. 

What advice or tips do you have for other LBS programs?

1. Start by putting the devices out there. Find a champion who’s willing to keep the devices in running order, and don’t be precious with their use. I started by leaving the iPads on the table every morning, and any time a student asked for anything, I made it my first stop. Once you have buy-in from one student, they’ll teach each other. 
2. Develop a couple of easy protocols for backups and updates, secure storage of devices and passwords, and let the other protocols evolve naturally. For instance, we developed a simple sign-out sheet for devices after we installed tracking software and restrictions. This allowed students who were using the iPad in class as a text-to-speech device to cover dense textbook information more easily. This also allowed them to work during the weekends to complete their assignments. 
3. Pick one technology tool that you like to use in your own life and share it with the learner. I can’t tell you many people I’ve introduced to Flipp for flyer shopping and coupon clipping! If the app or technology is useful, fun and easy to access, it opens the learner up to using a range of other tech tools.

Read the in-depth interview here: Encouraging experimentation and exploration

Coaching Story: Dixon Hall

We caught up with coaching client Maxine Brown-Simpson of Dixon Hall to see how moving her curriculum to a digital platform improved learning and her program.

Tell us a bit about your program.

Our program delivers literacy and basic skills for a wide group of learners who are working to upgrade their skills in math, English and basic computers. We are in the Regent Park Community Centre and serve a wide range of learners from a large catchment area.

How did you connect with AlphaPlus technology coaching services?

In 2014 we connected to work on a project to see how we could improve our programs using technology. Initially, they made a few suggestions including Google Drive, but we didn’t think it would be a good fit for our learners. Because we have a vast, multi-level group and a broad spectrum of abilities, we thought those (Google Drive) would be too challenging for the lower-level learners.

Why did you implement Evernote instead of Google Drive?

I needed a platform that all learners would feel comfortable using with minimal assistance on an ongoing basis. When we looked at Evernote, it presented that platform. It allowed us to move from a highly paper-based operation to a more technology-based operation.

How are you using Evernote in your classroom today?

I operate a single account. That way the learners don’t actually have an account and don’t have to manage it. Using my account, I create and assign a notebook to each learner. That means individual learners have their own notebook. Then I create a link the learners can use to access their own notebook in class, which includes lessons, test, videos and other learning material in English, math and basic computer skills.

How were you delivering learning modules before Evernote?

Prior to Evernote, I actually had a paper file folder for each learner. On Mondays I don’t have the learners come in, so I would be photocopying lessons for them and putting them in that paper folder for each learner. Each one had a folder with their name, and I had a filing cabinet where learners picked up their folder before class. So instead of doing that manually, now it’s done through Evernote.

Has moving to a digital platform impacted learners at Dixon Hall?

Yes! When we implemented Evernote, I was able to give both introverted and extroverted learners equal, individualized attention in a new way: by including videos and personalized learning tools in the notebook for each student. For example, if someone needed explanations or examples, I would source videos and other materials just for them and include them in their individual notebook, and they could go through the videos and get instructions from me.

Can they reach out with questions and interact with you through Evernote?

Yes. They can reach out to me at any time. Also, we have included a lot of online assessments. So they’re not just learning to use the tool but also to assess themselves. I noticed since we took on using Evernote, there is an increased sense of independence. Learners now get to decide what they work on each day and at what pace because I have uploaded quite the variety of activities to each notebook.

Has the independent learning and assessment been a big motivator for learners?

Absolutely! What makes it motivating for them is that they’re able to redo these assessments until they meet the competency. So that motivates them and they’re not afraid to try. They can see where they are at, and then they call me for help and redo the assessment to see if they improved.
It really helps with test anxiety as well because they are seated individually at a computer. Nobody knows what each other is doing. It gives them a lot of confidence to know that they do it as slowly or as quickly as they want to. So there’s more success in terms of really learning rather than just doing exercises.

You and your learners are doing an Evernote workshop at the Metro Toronto Movement for Literacy (MTML) Learners’ Conference. Tell us about what attendees can expect.

Our goal in this presentation is to get our learners to share their experience so that the other participants will be interested in seeing how Evernote can be useful in their program. I’ll have the learners share their experience of before and after implementation. We’ll have a notebook prepared for the conference, and our learners will guide the participants in the workshop in logging in, navigating the resources and showing them how they use it. The learners who are presenting are going to be posting activities from each of their notebooks so they can go around to assist the participants. Essentially, the learners will show one exercise they use and give participants something they can relate to.

What do you want others to know about technology coaching with AlphaPlus?

My greatest thing is this: I want to see it duplicated in programs, especially lower-level programs where some learners do not feel comfortable to function very independently and/or are not comfortable in a group setting. There is some hesitancy because practitioners are concerned about the work involved in implementing it. I would like to emphasize: Yes, it does take a bit of time at the outset but it is encouraging when you see the results.

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