Executive summary

Executive Summary

Australian literature on adult literacy from the early 1990s - prior to Internet - found that teachers, students and administrators all believed that significant learning occurred through the effective use of computers. Effectiveness reflected providing appropriate, interesting and easy-to-use programs and matching the learning task to student objectives. Computers were integrated into the classroom programme. More recent literature has addressed such issues as the use of on-line technology by professional educators, the skills that on-line technology may promote in adult learners, and the perceived benefits and drawbacks of on-line technology for adult learning.

The Literacy Learning Through Technology (LLTT) project sought to explore how professionals working in Adult Literacy and Basic Education (ALBE) in Victoria developed their expertise with on-line technology, and incorporated it within their programmes. The project was funded under the Australian National Training Authority (ANTA) Adult Literacy National Project, and administered by the Department of Employment, Education, Training and Youth Affairs (DEETYA).

In June 1997 nine sites were identified. Seven of these, all in the metropolitan area, had participated in previous projects based at the Adult Literacy Research Network Node for Victoria (ALRNNV) while two were new sites in rural areas which had little prior experience of accessing on-line technology. Three of the sites were in Technical and Further Education (TAFE) Institutes while six were within the Adult, Community and Further Education (ACFE) sector. Sites were visited and further technical assistance was facilitated via on-line link-up. A server was setup to support Web development and on-line training.

A survey was administered both in hard copy and in on-line access mode in October 1997, and follow-up interviews were conducted with all participants. Eight of these were face-to-face and tape-recorded, while two were telephone interviews. Information was collected on participants' background in terms of previous acquaintance with computer skills, their access to, and use of, on-line technology in the workplace and at home, their perceptions of the effectiveness of the different forms of professional development which they had experienced, and their use of on-line technology with learners.

As an aid to illuminating factors promoting professional development the project developed a framework whereby professionals at the sites might be categorised as "starters", "users" or "developers" in terms of their expertise with on-line technology.

Of the 10 participants 4 were identified as "developers", the remainder being split between the other two categories.

Factors associated with progression to "developer" level included free access to Internet at work and home, a technical support network and personal motivation and purpose. Some developers also had experience in graphic design. Workshops were viewed as useful for starting off learning about on-line technology, but the most preferred methods were face-to-face support from colleagues and self-directed learning from print and Net resources, and this confirmed findings from other recent studies.

Nine of the 10 participants had incorporated on-line technology into their teaching. Students covered the spectrum of the Certificates of General Education for Adults (CGEA). They accessed the Web, sent and received e-mail messages, and participated in virtual reality activities such as MOO. Some had contributed to Websites; a few had developed their own. Most had greatly increased confidence in using computers. Developers were able to offer students the widest range of learning experiences incorporating on-line technology.

Teachers were unwilling to claim that their students made significant advances in literacy from using on-line technology, but there is evidence of increased output, a greater understanding of what producing written text involves, increased participation by learners and higher levels of enthusiasm and interest, again confirming findings of earlier studies. Further research is required into the literacy skills ALBE students develop through accessing on-line technology.

The study identified some factors affecting professional development of ALBE professionals. It demonstrated the time and commitment they make to their own development, and the benefits that brings to their learners. It is recommended that strategies to promote professional development should reflect the developmental stage of the professional. Workshops, for example, would seem to be most effective if targetted at those just embarking on Internet exploration, while those at other levels might be offered free access from home for a defined period. Networking should be promoted. Further research into the relationship between the skills of "developed" teachers and quality of student learning might be undertaken.

The student experience of on-line technology also requires closer research, particularly into the effects on development of literacy skills, and the social effects such as increased retention within classes, and the extent to which students recruit other students with literacy needs to participate in classrooms which incorporate on-line technology.

Implications from the study lead to recommendations being put forward for three projects:

(a) support to maintain system capability via a central network to accelerate successful uptake of on-line technology by literacy providers, teachers and learners;

(b) targetted professional development to meet the needs of starter, user and developer level literacy professionals;