Description of School Site
The conductor of this research is a federal contractor who works for a local 2-year state college in TX. She is assigned to the Business/Technology Department for Inmate Education.
1. There are 18 students in each Microcomputer Applications course per semester. The total number of teachers that are employed in the education department at the actual work site (a maximum security prison) are approximately 11. The total number of Professors, Assistant Professors, Instructors, and/or Instructional staff, etc. at the 2-yr. state college is approximately 94. The 18 students currently in the Introductory Microcomputer Applications course, and the 18 that are in the Advanced Microcomputer Applications course, were involved in this Capstone Project.
2. Inmates with diverse academic backgrounds participated in this project. Their ages ranged from 18 and up into the senior citizen years. Their educational levels ranged from GED/High School diploma up to the Masters Degree level or higher. Their socio-economic levels were various, and ranged from the poor/working class to the high class. Some of the students shared that they were in special education placement during their grade school years. As the students were instructed, one of the challenges encountered were the differences of their knowledge and skills when working with computers. When going through the lessons, the instructor allowed some students to move forward to prevent boredom, while at times; finding it necessary to slow down the lessons to accommodate those who were slower learners. Additionally, there were times that the instructor was required to re-present a lesson to a few of the students so that they understood how to do a particular skill. In the classroom, peer tutoring is encouraged to reinforce learning. For instance, many of the advanced students assisted those students who are less experienced than they are in the area of using computers and the computer programs. One issue that affected this project was the security measures and restrictions that are placed within the prison classroom. These security measures and restrictions caused challenges in the learning environment because the students are not given authorization to some of the programs and applications within the technology classroom. These learning restrictions contributed to the problem that was addressed in this capstone project.
3. The VT Coordinator, which is the person that manages the Vocational Training programs at the prison; and the Director for Inmate Education at the college, were the two point-of-contacts for this project. Permission was not needed to do this project because the project was conducted within the instructor's classroom, and within the rules and guidelines of the prison and the college. The students assigned to the computer courses, and the instructor, were the only individuals directly involved in this project. However, both point-of-contacts were notified of this project taking place in the classroom this semester.
Overview: (The Nature of the Problem)
In a restricted environment, with no internet access, per the written curriculum, adult students were taught how to effectively use the computer, and its applications, such as Microsoft Office Products (Word, Excel, PowerPoint, Publisher, the internet), and Corel Products (WordPerfect, Quattro-Pro, and Presentation). They achieved the goal of building their basic skills to where they can effectively apply them in a free/real-world setting.
The Challenges/Problem:
· Restricted Applications/ComputerSettings
· No Internet Access(the problem addressed in this capstone project.)
"Why should a technology-based method be used?" (The Relative Advantage)
In order for the students to acquire the necessary skills and knowledge that is sufficient enough to apply to the free/real-world setting, they must use technology for all classroom tasks and assignments. Thorough live examples were provided by the instructor as to how these applications and programs are used in the real/free-world, as well as in the classroom. The restricted applications /settings, such as the internet, printing, saving to disk, etc. were displayed through the use of mimicking (role play and “going through the motions”) These activities enabled the students to get the feel of using the applications, as well as allowed them to build strong, solid skills that they can apply to the free/real-world settings.
How is it known to be a problem/Who it Affects?:
The excessive use of paper-based methods may inhibit the students from learning about the abilities and uses of the available technology tools. Students may not have the opportunity to build the necessary knowledge and skills that are needed to effectively use the internet, and its applications, such as e-mail, chat, search tools, electronic job applications, etc, if a lesson is not provided to them that will at least provide them with limited exposure to the available internet tools. In the article, "Technology, Motivation, and Educational Change: A Global Perspective," Kozma (2003) discussed the uses and effects of ICT and innovative practices in the classrooms. One method discussed was the use of ICT in a collaborative setting with the students practicing through the use of hands-on assignments.
The Old Way:
Previously, when teaching the students the lessons on the internet, the instructor would simply go through the PowerPoint presentation. Using this method, the students were only able to follow the presentation as it was presented to them using the projector. They simply viewed still pictures that were available in their textbook, as well as in the PowerPoint presentation without being provided with the opportunity to complete hands-on tasks. Upon completion of this lesson, they were given a paper-based quiz on what they learned from the presentation of the lesson.
The New Way (the technology-based solution - addressed the question: “Can individuals be taught how to use the basic functions of the internet without live internet?”):
· The available technology tools were used for all assignments, providing the students with live examples of how the programs and applications are used in the real/free world.
· Role Playing and simulation projects allowed the students to get a feel of using the applications that are restricted, such as internet, printing, saving to disk, and/or other storage devices, etc.
· Approved materials, such as articles, screen shots, web captures, videos, offline pages, and other multimedia materials, were provided to the students to give them limited exposure to the various uses of the internet and the other technology resources that are widely used in the real/free-world.
· Students were provided the opportunity to use non-live internet resources to conduct searches to assist them in completing a portfolio assessment project, which required that they prepare a resume and a cover letter, using Microsoft Word or WordPerfect, to use in job searches outside of the institution. Students posted their completed resumes and cover letters to a job search site (using a screen-shot of HotJobs/Monster) to complete the task.
References
Brown, A., Green, T., & Robinson, L.K. (2007). The Threat of Security: Hindering technology integration in the classroom. Learning and Leading with Technology. 35(2), 18 – 23. Retrieved from
Hawkins, R. (2002). Ten Lessons for ICT and Education in the Developing World. In S. Dutta, B. Lanvin, & F. Paua (Eds.). The Global Information Technology Report 2001-2002: Readiness for the networked world (pp. 38 – 43). New York, N.Y: Oxford University Press. Retrieved from http://www.cid.harvard.edu/archive/cr/gitrr_030202.html
Kozma, R.B., (Ed.). (2003). Technology, Motivation, and Educational Change: A Global Perspective. (pp. 217 – 239). Eugene, OR: ISTE.
