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| The "digital teacher" |
Being a "digital teacher" is quite a challenge! It is more challenging when it involves learners who are considered disadvantaged in society.
In my previous blog, I discussed the pros and cons of e-learning on the perspective of the students. All of the literature I quoted in the blog are experiences of online learners overseas. In this specific blog entry, I'd like to delve more into the barriers encountered by migrants, refugees and Pacific e-learners.
By having a clear understanding on the issues encountered by these learners, as a future "digital teacher", it would provide me a clearer insight on how web 2.0 technology (if any) could be used to remove or minimise the issues encountered by these learners.
Pacific e-Learners
In a research commissioned by the Institutes of Technology and Polytechnics of New Zealand, it identified several advantages of using e-learning among the Pacific people in tertiary education (as lecturers/tutors and students) (Koloto, Katoanga & Tatila, 2006):
- Effective communication tool as e-learning provides a platform where students and teachers can communicate fast and quite efficiently (e.g. through email, videoconferencing, etc), on their own time and place
- Easy access to information as online learning allows the students to extensively use technology in accessing databases and other online learning tools
- Easy access to course materials and information
- Promotes savings as it cuts down transport cost and time
The research also highlighted some critical factors on the success of Pacific student's e-learning and they are the following (Koloto, Katoanga & Tatila, 2006):
- Access to computers and the internet, and understanding the technology remain the highest concern for Pacific learners. This barrier is quite understandable as the technology needed to participate in online learning is expensive. Aside from the hardware and software needs, there is also the data usage. However, the availability of computers connected to the internet in community libraries somehow can address this issue. But then the learner has to work around the library schedule and they are only allowed a certain period of time to use a computer to give way to other library patrons.
Knowing how to use the computer and use the various software involved in online learning (e.g. web
browsers, opening email accounts, etc) is a given if the learner is to be engaged successfully in online
learning. Navigating around the internet, using the databases, even the online university library could
also be daunting and it takes a lot of skill to use the different systems effectively.
However, Fletcher, Nicholas, & Davis (2010) also made a valid point that not knowing on using
e-learning technologies can be an excuse for 'second chance' learners to be engaged in literacy (and
numeracy) learning. "For many adults, the opportunity to undertake study that is associated with
e-learning can provide the opportunity to overcome their 'shame' of repeated underachievement in
literacy, because they can refer to their classes or study as computer or ICT learning" (Davis, Fletcher,
& Absalom, 2010 as cited by Fletcher, Nicholas, & Davis, 2010, p.17).
- Support from tutor and peers is also seen as a critical factor. The students have to be motivated to study and seek further assistance in relation to assignment or any technical issues. A good relationship, coupled with good communication between the student and the tutor also provide motivation to the student to strive hard.
engagement of Pacifica e-learners. However, the support provided by teachers and fellow learners
should not only be limited through online interaction but a combination of virtual and actual
interactions. It is also highlighted that some students are more comfortable discussing some concerns
face to face rather than online, especially on matters that maybe more difficult to elaborate online.
- Having a good command of English communication is also seen as a critical factor as the main language of instruction used in New Zealand online learning is English. This specifically holds true to Pacific learners who came to New Zealand as a young adult and may not have had the right training and skill in mastering the English language.
Reflection as a "digital teacher" in adult literacy and numeracy for Pacific, refugees and migrants
I have a fear that insisting on using online learning to teach adult literacy and numeracy may raise more problems than solution. For example, there are basic skills and equipment needed by the e-learner prior to participating in online learning endeavors.
Basic understanding about computing technology and the ability to manipulate the computer and all other devices needed in online learning is a must. There is also the need to have an understanding and the ability to use online technologies or online web tools that goes hand in hand with online learning.
The learner must have access to a decent computer (whether it's a desktop or laptop) that is connected to the internet to begin with. Some institutions are providing free computers to new students (conditions apply, of course). There are organisations that gives free or affordable computers and software as well like Techsoup New Zealand , although donation is limited to non-profit organisations only.
If the learners have laptop instead, then the learner can access the internet in community libraries. However, there is a data limit of 100MB per day so viewing video clips for a long period may not be possible.
Somehow, the use of online learning and teaching adult literacy and numeracy demarcates those learners "who have" and "who have not". Surely, if a learner cannot afford to have their own devices and be able to access the internet in their homes, then they are in a disadvantaged compared to their counterparts who can.
Then there's the issue of having the basic skills needed to participate in online teaching. Definitely those participants who do not use computers and access the internet in a regular basis are the ones who have low computing and internet skills.
So with this kind of target participants in mind, as a future "digital teacher", it is really a challenge because there are few issues that has to be addressed first before the target participants can be engaged in online learning. I will not start at the bottom of the stairs. I will start from the basement.
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I have a fear that insisting on using online learning to teach adult literacy and numeracy may raise more problems than solution. For example, there are basic skills and equipment needed by the e-learner prior to participating in online learning endeavors.
Basic understanding about computing technology and the ability to manipulate the computer and all other devices needed in online learning is a must. There is also the need to have an understanding and the ability to use online technologies or online web tools that goes hand in hand with online learning.
The learner must have access to a decent computer (whether it's a desktop or laptop) that is connected to the internet to begin with. Some institutions are providing free computers to new students (conditions apply, of course). There are organisations that gives free or affordable computers and software as well like Techsoup New Zealand , although donation is limited to non-profit organisations only.
If the learners have laptop instead, then the learner can access the internet in community libraries. However, there is a data limit of 100MB per day so viewing video clips for a long period may not be possible.
Somehow, the use of online learning and teaching adult literacy and numeracy demarcates those learners "who have" and "who have not". Surely, if a learner cannot afford to have their own devices and be able to access the internet in their homes, then they are in a disadvantaged compared to their counterparts who can.
Then there's the issue of having the basic skills needed to participate in online teaching. Definitely those participants who do not use computers and access the internet in a regular basis are the ones who have low computing and internet skills.
So with this kind of target participants in mind, as a future "digital teacher", it is really a challenge because there are few issues that has to be addressed first before the target participants can be engaged in online learning. I will not start at the bottom of the stairs. I will start from the basement.
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[Untitled image]. (n.d). Retrieved April 28, 2012, from http://www.flickr.com/photos/langwitches/3458534773/sizes/o/
Fletcher, J., Nicholas, K., & Davis, N. (2010). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17-19.
Koloto, A., Katoanga, A., & Tatila, L. (2006). Critical Success Factors for Effective Use of e-learning by Pacific Learners. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/TertiaryEducation/KolotoCriticalSuccessFactors.pdf
Fletcher, J., Nicholas, K., & Davis, N. (2010). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17-19.
Koloto, A., Katoanga, A., & Tatila, L. (2006). Critical Success Factors for Effective Use of e-learning by Pacific Learners. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/TertiaryEducation/KolotoCriticalSuccessFactors.pdf
Fantastic information Honey.
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