Workforce - Workplace Literacy

Computer Literacy’s Place in the
Adult Education Curriculum

I am a big advocate of having a well structured technology component in the adult education curriculum.

Before the days of the Texas curriculum, before technology was part of the big adult education picture I taught a TANF class at the Texas Workforce Center in Pleasanton, Texas. The One-Stop center was a new concept at that time and our traffic frequently consisted of individuals that requested an introductory class in computers. I soon found out that by providing newly enrolled students that had little or no computer knowledge with an opportunity to gain a basic knowledge of how computers work and how to use some basic software applications we were able to not only raise the students’ self esteem, we also improved attendance, provided them with an employable skill and this strategy also amazingly helped show gains in the TABE scores.

In my TANF class I always gave the students monthly calendars so they would know what we would be covering on each class day. This encouraged the students to attend because they knew full well they would be missing out on very necessary instruction that was taking place each day. Also we used catchy titles for the segments of instruction such as “Writing Workshops” rather than just calling it GED Essay Writing, or “Job Rally” versus Job Search and my favorite the “Math Slam Jam” for the Math Review. Using catchy titles like these added a bit of curiosity and anticipation on the part of the students. We called our introduction to computers segment “Computer Tools for Basic Skills” and this title intrigued the students. It sounded so professional and that is the tone we wanted to set. The students quickly caught on that this segment would require the dedication that an employer would expect on the job.

As students enrolled in the TANF class they would be asked whether they had any computer skills. If they did not, and if they expressed an interest, then they were set up to go through the Computer Tools for Basic Skills. Initially each student was placed on a tutorial program that introduced the parts of the computer and explained how a computer works. Also the tutorial showed the student how to maneuver the mouse and essential terms related to the hardware of the computer. After each student had completed the tutorial task the group would be guided through daily tasks beginning with learning how to turn the computer on and learning how to properly shut down the computer, computer terminology and how to get to programs through the start menu and later shortcuts. The lessons that followed were self-guided step by step lessons that each student went through independently. Through these self-guided lesson the students learned basic MS Word, MS Excel and MS PowerPoint. In the Word lesson students were given step by step instructions on how to type their own resume. In the Excel lesson the students created a budget spreadsheet in which they were able to input their own personal data, if they chose to do so. This exercise of creating their own budget spreadsheet was very applicable to their real life. Also, the students created a spreadsheet when provided only raw data to enter. This required a more critical and analytical process and use of higher order thinking skills. In the PowerPoint lesson students created a presentation that introduced the rest of the class to their family (something that required no specialized knowledge or research). Learning PowerPoint proved to be the most empowering lesson for these students because they then realized how easy it was to use this seemingly complex looking program and they felt especially knowledgeable about computers at that point.

The final part of the computer literacy segment was introduction to the Internet wherein the students were provided with information on how to use a search engine and tips on how to stay on track with their search and some caveats about banner ads. To culminate the segment, students that successfully completed all the lessons were presented with a certificate that hailed their success. The certificate was presented by the Workforce Center Manager which made it all the more special.

The students learned so much and they exhibited true growth. These Computer Literacy’s Place in the Adult Education Curriculum, Cont’d
strides in learning were demonstrated through the enthusiasm of each student and in the fact that among students participating in the Computer Tools segment we had near perfect attendance. Furthermore, at the end of the Computer Tools segment students were TABE tested and the majority of the students showed at least two grade levels of increase, some much more. Many attributed the gains to the boost in self confidence at having acquired such an indispensable skill that they could now use in marketing themselves to employers.

What was most important is what I learned from teaching the Computer Tools segment. I had found that computers are a medium that facilitates all modalities of learning, especially adult learning style combinations of auditory, visual and kinesthetic. I learned that adult students learn best when the topic and content is related and applicable to their real life and the computer literacy segment tapped into the internal motivation of each of the students. The self-guided format of the lessons placed the responsibility for learning squarely with each individual student and each student took that responsibility quite seriously. I realized that adult students need to be recognized for their accomplishments and that this recognition need not be elaborate. The certificates of perfect attendance and for successful completion were great motivators, and getting the Center Manager to present the certificates let the students know just how important they are and just how much we appreciated their succes.

That is how as a TANF teacher at the Texas Workforce Center One Stop I discovered that incorporating a structured computer literacy segment into our curriculum for those students that had little or no computer background helped improve not only the students self esteem and gave them an employable skill for their resume it actually helped show gains in TABE scores! Many of the students that were part of the computer literacy segment went on to experience success in their job search and in their training programs. I still run into some of my students now and then and they still thank me for “demystifying” the world of computers and the best part is when they tell me how successful they have been. I love that part, after all isn’t that why we are educators?

Irene E. Ramos is a Trainer for the Project GREAT at ESC Region 20 and is a recent graduate of St. Mary’s University School of Law. Prior to her law school career she was a full-time Supervisor for ESC Region 20. Her past experience includes teaching a TANF class at the Texas Workforce Center in Pleasanton and facilitating staff development trainings as an Adult Basic Education Professional Development Consortium Trainer. She has worked with Employment and Training (JTPA/WIA) and Adult Instruction for over 14 years. Mrs. Ramos has two daughters (Xoe, 14 and Azure, 12) and one son (Tristan, 5). She gets much support and understanding from her wonderful husband, Ed, who is an artist, sculptor and dreamer.