7.0 Findings

The findings in this section are generally based on whole group data (N=10) including Starters, Users and Developers. Findings on 'use with learners' is based on data collected from only those 8 sites that were using Internet with their ALBE learners.

7.1 Access to Technology

ALBE staff's access to technology was documented as was how access influenced their level of use and skill development. Access was considered from a personal as well as a hardware perspective. Data were gathered on availability and accessibility of computer at home and work, and the range and condition of these computers. Information was collected on hours logged on to Internet, e-mail messages received per week and whether partners also accessed Internet.

Access to computers is one of the major factors in skill building and using Internet as a teaching resource. Having Internet access from home appeared to be an important factor in learning and mastering Internet skills.

ITEM	YES	NO	NOT APPLICABLE
Do you access Internet from home?	8	2	0
Does your spouse also access Internet?	4	3	3

Table 1: Internet Access from Home (N=10)

Table 1 shows that 8/10 respondents had Internet access from home computers. It was claimed that this was an important factor in their ongoing use and skill development. 4/10 respondents stated that their spouses accessed Internet and in 2 cases it was claimed that this assisted their skill development, though exactly how was not made explicit.

What Access to Computers do you have at work?

Shared computer with other staff	5
Multiple computers	2
Single computer mainly used by you	3

Table 2: Access to Computer at Work (N=10)

Table 2 shows that all participants had access to Internet at work but the extent of access varied in individual cases. 5/10 had shared access where one computer was used by a number of staff. Since this computer was often in use for day-to-day documentation and teaching purposes respondents had little opportunity to use it for accessing Internet. 2/10 had access to Internet from two or more computers at work, mainly due to their responsibility for ensuring Internet connectivity for staff and learner computers. 3/10 had access to Internet from a personal computer at work mainly used by them. This may be due to their role as coordinators.

Item	Level of Internet Use:

1.	Spend 10 hours or more on the Net every week	5
2.	Receive between 20-100 e-mail messages per week	7
3.	Have more than one e-mail account	8

Table 3: Level of Internet Use (N=10)

Table 3 (line 3) shows that 8/10 participants had more than one e-mail account. Except for the two country participants and one coordinator of a Metropolitan Community Centre, all staff received between 20 to 100 e-mail messages per week. Most subscribed to one or more mailing lists and admitted that sometimes unread mail lay in their mailbox for days. 5/10 spent at least 10 hours or more per week logged on to Internet. Users of synchronous communication who accessed Multi User Domain-Object Oriented (MOO) sites spent considerably more time on-line per day. 2/10 staff were frequent users of MOO.

All sites had a few Apple Macintosh computers - mostly older models (SEs and LCs) - and were working out strategies to acquire new IBM compatible Pentiums. State Government and ACFE initiatives had provided new opportunities to community centres in upgrading hardware. Three of the five community centres had recently acquired new computers, scanners and digital cameras.

Many sites had their Internet service from a community based company which provided training and support to participating staff. It also provided them access and space on the company Server for Web publishing. Having Internet access from home allowed participants the choice to download and test new versions of Internet software (downloading at off-peak times at night is more efficient). They were able to locate free and shareware Internet software for communication, graphic designing and Web publishing.

At TAFE sites, Firewall security imposed restrictions on some services such as Telnet. As a result, use of synchronous communication such as MOO and Chat were not available to staff and learners. At two TAFE sites Web server space and access was not available to the participants consequently limiting their ability to publish on the Web.

ITEM	Access from Home	Has a Home Page	Uses Internet with learners
Starters (N=3)	2	1	1
Users (N=3)	2	2	2
Developers (N=4)	4	4	4

Table 4: Access to Internet from Home compared with Home Page development and use with learners

When the data on access from home, personal Home Pages, and use of Internet with learners are combined some differences between Starters, Users and Developers emerge as shown in Table 4. Developers are the only group where each person had all three aspects. The Starter and User who did not have access from home stayed on these levels even after 2 years of Internet use. It would appear therefore that access from home plays a key role in mastering skills of NLTs. The study did not explore the significance of such factors as personal motivation, ambition, job security, professional commitment etc which may also be relevant for professional development of teachers.