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About SEIR*TEC The SouthEast and Islands Regional Technology in Education Consortium (SEIR*TEC) is a group of national, regional, and university-based organizations that offers technology support to school districts, preservice training institutions, adult and family literacy programs, and other constituents in Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, Puerto Rico, South Carolina, Tennessee, Virginia, the Virgin Islands, and West Virginia. SEIR*TEC partners include the Appalachia Regional Educational Laboratory (AEL) and AEL's Mathematics and Science Consortium, the National Center on Adult Literacy (NCAL), Learning Innovations, the Southern Regional Education Board (SREB), the Southwest Educational Development Laboratory (SEDL) and SEDL's Mathematics and Science Consortium, the SouthEastern Regional Vision for Education (SERVE) and SERVE's Mathematics and Science Consortium, and finally, the University of Central Florida, Instructional Technology Resource Center (UCF/ITRC). SEIR*TEC promotes technology's educational potential through a variety of services and objectives in numerous learning environments. SEIR*TEC assists in the integration of advanced technologies in K-12 classrooms, library media centers, and other educational settings (including adult literacy centers). SEIR*TEC also helps jurisdictions elicit support for technology products and programs; it offers technical assistance, professional development and technology implementation strategies to educators, learners in preservice training programs, and policymakers. SEIR*TEC designs and implements evaluative measures that monitor the integration of technology in various educational settings. Finally, SEIR*TEC supports an on-line website, technology information clearinghouse, and a toll-free help line referral service.
The purpose of this report is to identify the ways in which states and islands in the SEIR*TEC region are planning for, funding, and using technology in various adult learning contexts. This information will inform and support educators, administrators, and policymakers in their efforts to introduce and integrate technology into adult learning environments. This report does not attempt to compare the states' technology plans-as the development of regional plans are influenced by a great many variables. As individual states possess unique collections of available resources as well as specific needs and issues, direct comparisons are not appropriate in this context; however, SEIR*TEC recognizes the potential value of sharing information that pertains to the acquisition and integration of technology in adult learning organizations in all states. The development of new ideas for the effective application of technology benefits from the consideration of others' efforts. The ability to envision future developments and outcomes for technology in adult literacy must be supported by the experiences and recommendations of colleagues. Electronic technologies-computers, wireless communications, videotapes, and so forth-are becoming integrated into elementary and secondary schools as well as college level institutions. Several major technology reports by the Office of Technology Assessment and the National Center on Adult Literacy (NCAL) indicate that adult literacy programs are somewhat behind in the adoption and development of technology resources. The OTA studies and the NCAL surveys found that economic considerations remain a major impediment to technology use in adult literacy programs. Generally speaking, literacy organizations' economic constraints affect the development of appropriate technologies for adult learners. Software developers are reluctant to invest time and money in the creation of software for adults because it is small. Few practitioners purchase existing software packages because many are low quality or are inappropriate for adults. Despite these impediments, adult educators' interest in technology continues to grow. Their excitement over the educational potential of new technologies and their willingness to introduce computers into their classrooms may, in fact, exceed the expectations of many state and federal policymakers. Since the OTA and NCAL reports, an expanding number of adult literacy providers are using on-line communications as Internet access is becoming less expensive and bulletin boards and information servers abound (many of which specifically address issues in adult education). Technology holds enormous potential for the future of adult literacy as its capabilities address the nature and specific needs of the field. Technology can potentially reduce the isolation that many practitioners and learners experience by providing support networks that enable users to share their expertise and experience. Technology may increase access to high quality materials and emerging research, streamline administrative and reporting processes, and deliver innovative instructional and staff development materials. It can support connections between dispersed and diverse learning populations and between learners and instructors. Furthermore, technology can offer individuals who cannot attend formal classes the educational opportunities that they would not otherwise have. Collaborative efforts that link public policy, technology, and adult literacy are, as yet, unexplored. The government may be able to facilitate partnerships and provide incentives to help programs use technology; however, how to accomplish this remains a question. The primary goal of this report is to provide policymakers with the information that they need to guide efforts to improve and expand the use of technology in adult literacy programs in the SEIR*TEC region. This report also presents an overarching assessment of technology needs across the SEIR*TEC region, with particular attention to state directors' expressed concerns and expectations surrounding the integration of technology in the adult literacy field. This report identifies a variety of regional resources that may inform and support the technology planning process and concludes with a set of recommendations for the SEIR*TEC region that address the following issues:
State adult literacy directors and their staffs were interviewed over the phone by project researchers using a semi-structured interview protocol to determine the role technology currently plays in adult education in their region. Interviewees also addressed questions pertaining to the nature of their state's literacy infrastructures (in general, how their states support adult literacy efforts and, more specifically, how adult learning organizations operate day-to-day, how they are funded, and who is typically served). The information presented in this report is based largely upon these conversations. Although researchers prepared a set of questions that they were prepared to pose in each interview, it was necessary to remain open to any comments or particular points that the individuals contacted wished to make. Frequently, a particular question inspired responses that led (naturally) into other topic areas. In these instances, interviewers redirected their questioning strategy. Thus, every interview, though supported by an initial set of interview questions, proved unique as the individuals questioned often departed from the set topics. While this occurrence may have diminished the "neatness" of this survey, this sort of input was, perhaps, most crucial to the interviewing process. The individuals interviewed, primarily associated with departments of adult education in their respective states, represent a diverse collection of perspectives. Their roles vary greatly within their organizations and departments. This variety of experiences enriches this report and raises a vast array of issues, concerns, and questions that might not have surfaced with a more homogenous group. Interviewees' diversity speaks to a crucial, pervasive issue in technology planning and funding in the field of adult education-the presence and preponderance of various stakeholders in adult literacy-who as a result of their various professional positions, possess an assortment of ideas and questions surrounding the introduction and integration of technology into their programs. While the technology planning process requires the formation of a collective vision, it concurrently highlights the variety of programs and missions residing under the umbrella of "adult education." Thus, program diversity (within states) seems a principal challenge in the creation of overarching technology plans. Not only does program diversity complicate the development of technology plans within individual states, it also complicates the comparison of technology plans between states as no two states possess the same set of funding mechanisms for adult education, the same infrastructures for adult education, or the same educational issues/goals surrounding these programs. This report attempts to synthesize the many technology planning and funding-related issues that cross state lines and that proved to be recurring themes in the interviews. Thus, the questions and/or accomplishments of every state in the SEIR*TEC region may not be mentioned here, though certain patterns in the progression of technology initiatives that have emerged will be. These patterns are crucial indicators of technology's expanding role in adult learning organizations in the SEIR*TEC region.
1. General Configurations of Adult Learning Organizations The first set of questions was designed to reveal the basic configuration of adult learning organizations in the SEIR*TEC states. Representatives from adult education departments discussed the adult education programs currently funded in their regions; some mentioned the breakdown of state and federal funds awarded to adult learning organizations. They also described the student populations generally served by these programs. In addition, contacts focused on welfare reform's potential effect on adult learning programs in their states, and they discussed the ways in which technology and/or technology planning might affect upcoming transitions.
For the purpose of this report, it seemed crucial to develop a perspective on current collaborative initiatives between public schools, communities, and adult learning organizations in the SEIR*TEC states. An organization's ability to demonstrate collaborative relationships with other groups/entities in its community can largely impact the funding for and the availability of technology. Also, information on collaborative initiatives informed subsequent interview questions as well as affected researchers' recommendations for the development of technology plans. The creation and development of technology plans in adult learning organizations requires a detailed understanding of individual programs and their respective missions, clientele, and funding sources, as well as their connections to other organizations.
Once contacts had established a general perspective on the adult education landscape (in their respective states), they were asked whether their states had developed technology plans for education. In the event that a given state had a plan in place (or was in the process of creating/revising such a plan), contacts were asked to describe the educational goals and the overall mission outlined in these plans. In addition, contacts provided information on the planning committees, such as who had been/was currently involved in the plans' development and who was/is responsible for updating them. In addition, interviewers hoped to address the relationship between state plans and adult learning organizations (i.e., to what extent state plans included individual adult learning organizations).
Interviewers tried to establish states' provision of technology training for administrators, instructors, and learners. Contacts offered information on statewide training initiatives as well as individual program's efforts to familiarize staff with technology, thereby, supporting its widespread use. Particular attention was paid to reports of staff resistance to technology. Contacts were asked to describe state and/or individual program initiatives to respond to staff's reluctance to use technology.
Contacts shared stories and/or information regarding the innovative applications of technology in adult education programs in their regions. They presented anecdotes as examples of "technology at its best," of technology used creatively to forward the educational goals of organizations and individuals. Any examples presented in this report are not prescriptive; rather, their inclusion is meant to demonstrate the promise that technology holds for adult learning organizations.
Contacts discussed their recommendations for the continued use of technology in adult learning organizations in their areas. This information may prove useful to the SEIR*TEC region as it may encourage states to develop and revise technology plans as they learn about other states' initiatives. Also, this piece emphasizes the evolving nature of technology plans; these technology "visions" require long-term attention and commitment. It is necessary to periodically reassess a plan's design and its objectives to determine its overall effectiveness and flexibility in specific contexts.
Finally, representatives had the opportunity
to pose their own questions and/or discuss particular issues concerning
the use of technology in adult learning contexts. Many sought information
on technology planning from the interviewers, and many more expressed an
interest in receiving information on technology funding strategies.
1. General Configurations of Adult Learning Organizations Contacts' responses revealed that the SEIR*TEC region is home to a diverse collection of adult learning programs. In several SEIR*TEC regions, industries are beginning to attract sizable immigrant/non-English-speaking learning populations. The demand for ESL instruction is growing as fast as the industries themselves; states recognize the need to develop more specialized programs for these populations. They are determined to either add more appropriate courses onto existing adult basic education (ABE) programs or to create entirely new organizations designed to serve the specific needs of these immigrant groups. While the need is a clear, many states are wondering how, exactly, to serve these learners and how to effectively support existing programs. There is also some concern over how technology could best contribute to the situation. Some contacts felt that technology could prove a partial solution to the expanding ESL population as appropriate technologies (videos, software packages, and so forth) would support instructors' efforts in the classroom. Representatives across the SEIR*TEC region identified another regional trend-GED preparatory programs are currently serving younger student populations. Until recently, GED programs tended to attract individuals who were returning to school after an extended hiatus; however, teenagers are flooding into programs and seeking instruction at the present time. Many learners prefer the flexibility of GED classes to a traditional public school education and more structured high school classes. Individuals enrolled in GED classes often report having more personal and educational autonomy; in GED preparatory courses, students are better able to guide their own learning and move through the material faster. The programs are individualized, competency based and job focused. This trend, while potentially encouraging because it demonstrates students' investment and interest in the nature of their education, presents certain challenges to the field of adult education. Essentially, a new (and sizable) group of learners is requesting service, and many GED programs across the states are not equipped to handle the expanding numbers. Once again, a growing population of learners may affect a state's or a program's approach to technology planning. Many contacts wondered whether computers and other technologies might relieve some of the pressures now facing instructors. On the other hand, they all agreed that technology cannot "replace" instructors. While contacts saw technology as a possible solution to over-enrollment, they feared that the immediate challenge of over-crowded classrooms might distract program administrators and instructors from thinking about the future-and prevent them from developing long range technology plans. Many representatives discussed plans and initiatives to bring literacy and GED instruction into various work environments. They said that many large and some smaller companies wanted to offer their workers a variety of educational opportunities. Thus, many literacy and GED preparatory programs across the states are recognizing a growing demand in this sector of adult education. Adult educators have been called upon to either establish permanent classrooms in companies or to travel to work sites with their teaching materials. Contacts predicted that these sorts of educational initiatives would become increasingly popular and/or necessary. As the welfare reform act will clearly affect (and perhaps limit) the educational opportunities available to adults who receive federal assistance, education may take a back seat to employment imperatives. As fewer learners are able to complete a full course of study (in GED preparatory programs, for example), it is likely that more employees will seek opportunities to extend their education within their workplace. Interviewed individuals suggested that technology will continue to play a significant role in the development of on-site educational programs. It is possible that companies, themselves, will be able to invest in technology and provide workers with the technological resources necessary to enhance their experience on the job. The pooling of resources (i.e., the relationship between learning organizations and companies), though a potentially positive development, may complicate learning organizations' technology planning process because they will have to expand their visions of the future to include the companies' (and workers') visions. In addition, contacts in most SEIR*TEC states and regions recognized welfare reform's role in the revision of educational content (and delivery) in adult education programs. Learners enrolled in ABE, ESL, or GED classes will probably notice a new emphasis on the acquisition of basic work skills as instructors attempt to prepare learners for various work environments. Contacts were, for the most part, reserved in their predictions regarding the exact implications of this change; they did suggest, however, that this content shift would require a certain amount of time invested in staff development. They guessed that many instructors would not feel comfortable (or possess sufficient experience) in areas pertaining to workplace instruction. Contacts again thought that technology might facilitate this program transition. Appropriate software packages could, for example, help instructors develop lesson plans and/or prepare them to deal with the potential needs and questions of learners. At the same time, workplace-oriented software programs along with Internet sites could perhaps support learners' goals.
The interviews revealed a variety of collaborative efforts between adult education programs, community colleges, public schools, and local businesses. Several contacts mentioned that connections with community colleges support the development of technology plans and the integration of technology in adult learning programs. Community colleges may afford adult education programs an access to technology that they would not otherwise have-as community colleges tend to have more extensive resources. In addition, an adult learning program (with ties to a community college) would conceivably have a greater chance of securing funding for technology; partnerships (shared technologies, facilities, personnel, and so on) clearly demonstrate an expansive commitment to community that appeals to funders, as well as to potential clients. Many contacts mentioned a developing connection between adult literacy programs and public schools. Most public schools in the SEIR*TEC region have acquired computers and Internet access; in general, the K-12 system seems to be farther along in the technology integration process. Some adult literacy programs are taking advantage of these resources by establishing relationships with their local public schools and holding adult classes after school hours. Representatives also discussed partnerships between adult learning organizations and local businesses. Many for-profit organizations are beginning to donate their used equipment to adult learning programs-and they often provide technical assistance and training to administrators and instructors. Contacts said that businesses seem interested and invested in making these donations-and the end result seems to benefit both parties.
The majority of the interviewees affirmed that their states were working on technology plans; however, their comments suggested that they were at different stages in the development process. Several states had created overarching technology plans several years ago. Some states were just beginning to implement their technology plans while others were just starting the planning process. A few states do not have technology plans in place although all interviewees recognized the need. Thus, at the time of the interviews, the SEIR*TEC states and regions seemed to be at a very different points in their respective planning efforts. In addition, the states' technology plans varied in their inclusion of adult education. While many states had devised technology plans that focused on K-12, fewer state technology plans directly or actively included adult learning organizations. In most states, the public schools had received, or were about to receive, computers, educational software, and Internet connections. Adult learning programs, on the other hand, were not included in state plans in quite the same way. While some technology plans allowed for and/or required the development of partnerships between public schools and adult learning organizations, adult education programs were, according to some individuals, nearly an afterthought in many technology plans. Several contacts could not say for certain who had contributed to the development of existing state technology plans. It was clear, however, that approaches to state technology planning varied. Some states favored the direct involvement of individual schools and organizations and encouraged instructors' and administrators' frequent input throughout the process, while other states were less active in including specific stakeholders. Frequently, state technology planning seemed to take place in state offices. Contacts suggested that it was not always possible or practical to involve many parties at the initial planning stages as this move towards collaboration could complicate the planning process. Whether or not the state's technology plan includes adult learning organizations, elementary and secondary schools were/are slated to receive funding for technology before adult learning organizations in virtually every state in the SEIR*TEC region. A combination of state and federal funding supports technology in K-12 schools and adult learning organizations. Contacts were asked if the existence of state technology plans has inspired individual adult learning programs to devise their own technology plans. While most contacts admitted that they knew less about specific programs' plans, we did hear from several interviewees that the presence of statewide technology plans seemed to support the creation of technology plans on a smaller scale.
Contacts spoke at length about the inclusion of staff development initiatives in states' and in individual programs' technology plans; they agreed that the effective implementation of technology plans depends upon the training and ongoing support extended to new users. While all representatives agreed that staff development is a crucial component of technology planning, their commentary suggested that their state/region approaches staff development in different ways. Some representatives said that their state handles staff development by encouraging instructors and administrators to attend technology conferences. The conferences have generally proved an effective staff development strategy because they have facilitated the exchange of ideas and practices. Many contacts allowed, however, that technology conferences, while useful in the formation of initial technology networks, do not provide the sort of support system that encourages professionals' ongoing efforts in developing technological skills and future visions. Another method of staff development involves the presence and/or support of technology "trainers." These individuals generally travel within a state and offer workshops and general assistance to programs interested in bringing technology into their centers. One of the recurrent issues with this approach, however, seems to be that trainers must cover a great deal of ground geographically, and there are often not enough trainers to handle to needs of an entire state. Contacts almost universally supported the idea of "in-house" technology specialists. They suggested that schools and adult learning organizations should recruit a technology support staff; this option is costly, however, and many adult learning organizations do not have the funds to support this expense. Contacts also mentioned the importance of offering training in the evaluation and selection of appropriate software for adult learning, as well as effective use of the Internet. They expressed a concern over instructors' and administrators' resistance to technology and wondered whether conferences and support staff would really help technophobic individuals.
Representatives were asked to describe adult learning programs (in their states) that are using technology in innovative ways. Several contacts mentioned that programs in their states rely on videoconferencing and e-mailing technologies to enhance communications between administrative offices. After the initial investment in equipment, videoconferencing saves on travel costs and contributes to collaborative efforts. Contacts also mentioned several technology initiatives (most frequently involving e-mail) that have encouraged learners in different programs to communicate with one another. Instructors have arranged for learners to communicate with individuals in other programs across the country-and around the world. Teachers and learners are enthusiastic about this new opportunity to share their experiences and expertise across distances. This sort of communication helps learners see that they are not alone in their efforts to pursue an education and acquire technological skills. Contacts said that instructors are beginning to discover the value of the Internet as a teaching and learning resource. Instructors are excited to discover some helpful learning sites on-line; newly introduced to the on-line world, they now have access to a host of new materials and perspectives. Contacts described this communication as crucial to the construction of a technological and educational network around the various states. Several contacts suggested that technology even draws new students into their adult learning programs. Potential students who may feel uncomfortable entering adult basic education or GED programs are often more inclined to enroll in a program that offers technology training. Thus, technology may be used to attract new learning populations, perhaps reaching more people and thus, a larger market.
Most contacts noted that the continued integration of technology into adult education requires a serious commitment and effort on the part of funders, educators, and administrators to secure the same technological resources and advantages available to public schools for adult education. This would require the provision of Internet access and e-mail accounts as well as adequate training opportunities to teachers and learners in adult education. Representatives agreed that technology may play an increasingly important role in adult education because it could conceivably unite the many "divisions" of adult education (ABE, GED preparation, ESL instruction, workplace skills). "Technological literacy" requires the development of language skills and technical capacity; in this way, individuals who work on/with computers are likely to be developing various skills and acquiring certain knowledge simultaneously. Several representatives were concerned about the presence/preponderance unrealistic expectations regarding technology's role in adult learning environments. Although computers (and other technologies) may prove exciting teaching and learning tools, they cannot reach and/or teach everyone. In fact, computers' potential diminishes significantly when they are used without supporting materials. In fact, their effectiveness depends upon their situation within a rich learning environment. While technology may enhance the quality of adult learning programs, it is important to remain aware of its requirements and limitations. Some contacts discussed technology's ability to improve existing distance learning programs and overcome barriers to learning. For example, many students prepare for the GED by watching televised GED courses; however, the television alone may not support the learner's needs completely enough. The Internet was frequently cited as a potential distance learning tool because it can give students access to learning materials and put them in touch with instructors and other students. In short, many felt that the Internet potentially offers the sort of interactivity and support that the television fails to provide. Thus, several contacts felt that it was necessary to get more programs on-line and allow more students access to the Internet.
Most individuals interviewed were concerned about the effect that welfare reform will have on the field of adult education. In addition, contacts were reluctant to predict technology's contribution to the development and/or direction of adult learning programs. Everyone hoped that technology would help solve some of the problems and issues currently facing the field. Many were concerned about the distribution of resources and/or funding for technology in adult education. Public schools are rapidly acquiring computers and gaining access to the Internet while adult learning organizations may not have comparable funding and/or resources. It seems that individual organizations must be willing to take the initiative and create their own technology plans, in order to determine how technology will best support their own and their learners' needs. As state technology plans tend to consider adult education last, it is up adult learning programs to consider other funding sources as a means of securing technological resources for students.
Recommendation
#1:
The diversity among adult education programs clearly poses a challenge to the development of inclusive statewide technology plans. The specific needs of various organizations may not be addressed (or may not be a priority) in these overarching plans. State technology plans must include adult education-if they do not already. In addition, adult learning organizations should determine their relationship to their state's technology plan. Ultimately, adult education programs must develop their own technology plans that assert their own visions. These plans should develop the mission of an individual program as well as define an organization's place within the state. States should value and support the development of technology plans; such plans will facilitate the planning process at the state level by outlining and summarizing programs' goals for technology use. Recommendation
#2:
Programs' individual technology plans should allow for and encourage collaborative efforts with organizations or entities (public schools, community colleges, local businesses) that have access to technology. Establishing such partnerships will serve adult learning organizations in the short run by securing access to technology; these partnerships will also support organizations in the long run as these relationships demonstrate a commitment to the development of technology resources and educational networks. One aspect of such a collaboration should involve the dissemination of information across organizations-sample technology plans as well as anecdotes, advice, and personal experiences. Adult learning organizations could learn a great deal from public schools' experiences with technology planning. This sort of information is extremely valuable as many more adult learning organizations realize the necessity of developing technology plans; their general success in doing so could be affected by their access to pertinent information on the topic. Recommendation
#3:
Staff development must be built into technology
plans as the effective integration and application of technology requires
constant support for instructors and administrators. The successful integration
of technology into adult learning programs depends upon the interest, knowledge,
and commitment of staff. State initiatives that provide technology support
Recommendation
#4:
The Internet has great potential in the field of adult education - as it facilities communication and provides access to resources that programs might not otherwise find or afford. The initial investment in web technologies may enable individual programs to communicate across distances, and subsequently develop partnerships. The investment in equipment will also introduce instructors to new realm of teaching materials - lesson plans, activities, etc. - which could drastically affect the quality and variety of instruction available in any one program. While individual programs should consider Internet access a priority, they must also maintain a critical perspective on the Internet. Although the Internet promises a great deal, it is necessary to challenge the Internet's potential and direct its use. The Internet's role within organizations, as an administrative and educational aid, should be considered. One cannot presume the Internet's inherent usefulness; rather, the planning that surrounds and supports the Internet's introduction into adult learning programs will determine its relative value. Therefore, states must support programs that have a two-pronged plan for the Internet - that is, a plan that includes acquisition and application.
Interview Questions Representatives from state adult learning agencies responded to the following questions during the phone conversations. These interview questions were designed to address a collection of issues pertaining to the development of states' technology initiatives. Several crucial issues highlighted in these questions include states' technology planning and funding initiatives, their progress with the introduction of technology in adult education, and their perspective on collaborative efforts surrounding technology. 1. Describe the structure of the literacy organizations in your state. How are adult learning centers typically funded (what kinds of grants do they receive)? How might welfare reform affect funding? 2. Are there special initiatives/connections between public schools, communities, and adult learning organizations in your state? 3. What is your state's technology policy/plan regarding adult education programs? How is technology funded? 4. How do adult education organizations in your state handle staff development issues-do they typically offer technology training for teachers? 5. Do you know of innovative technology use in adult education in your state -using video, computers, the Internet, etc.? 6. What are your policy recommendations for the continued integration of technology into adult literacy organizations in your state? 7. Are there any other issues/questions concerning technology that you would like to mention or discuss?
Notable Initiatives The interviews revealed several notable technology initiatives in the SEIR*TEC states. Several projects are described briefly in this appendix; these initiatives may help other states develop new ideas and incentives for the effective integration of technology into adult education programs. Specific states are not mentioned here, as we wish to focus on the nature of the activities. 1. Adult learning programs are beginning to actively use technology as a "hook," as an invitation into educational programs. Programs are attracting more clients by advertising their computer classes. Programs suggest to the public that participants will learn computer skills-while they work on their basic literacy skills or study for the GED. The presence and availability of technology in adult learning programs has become a marketing tool and an added incentive for learners who might be reluctant to enroll in a basic skills or GED class. 2. Several adult education programs are using the Internet with learners to take electronic fields trips. Instructors have developed a collection of materials-an on-line curricula-to enhance learners' work on the Internet and in the classroom. Learners have offered much positive feedback regarding their Internet trips. The Internet and related, off-line materials engage learners and encourage them to explore worlds/destinations beyond their own experience. 3. Another initiative involves workplace skills and technology. Vans containing mobile computer labs travel between companies. Instructors visit companies/workplaces across the state and offer assessment and instruction services. The vans contain many different computers and software packages. Laptops have become quite popular. This is an efficient mode of covering a lot of territory-and doing so rather inexpensively. In this way, it is possible to offer service in job context. Because the instructor shows up at the worksite, there is a greater chance that the instruction will relate to/be integrated with the workers experiences/needs on the job. This sort of initiative will prove valuable as more and more individuals will have to find jobs before completing an educational course (as a result of welfare reform). This sort of initiative can serve learners at a variety of levels. 4. One representative described state plans
to issue special license plates as a means to raise money for technology
in adult learning programs. While this idea is still in it beginning stages,
this initiative promises to provide a new source of funding for technology.
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