[music playing]

Speaker 1: OTAN-- Outreach and Technical Assistance Network.

Maricel Manglicmot: So welcome to Who Wants to Engage with Technology? This is more of a who wants to engage with technology!

[laughter]

But most of our teachers are like, who wants to engage with technology? So we are Triple M. I'm Maricel, that's Michael, and Michelle is online. Say hi, Michelle.

Michelle Chuang: Hi.

Maricel Manglicmot: So we're going to present together, and we're from East Side Adult Education. That's somewhere in San Jose. And we just have a few questions-- what did I do? There we go.

We have a few questions for you to think about because we are actually going to ask you for help with how you would have your teachers engage with technology. We're kind of struggling with that. Well, we're kind of challenged by that right now.

So our situation is-- and I'm going to switch this, but it'll come back at the end-- here's our situation. We have lots of technology. We have a HoverCam. We have a projector that allows us to touch the screen. We have Chromebooks. We have Chromecarts. We have computer labs. We have lots of software, learning software, that our admin provides us.

But we are met with resistance to use the technology in the classroom with our students. And that's resistance from teachers rather than administration. So one of the things that you guys are going to do-- and also for you online if you want to put your answer in the chat-- just a quick good-morning activity.

Let's pretend that you attended our training last week. We taught you how to set this up. And so I would be asking you-- I would ask you to set this up. So I'd say, you attended training last week. We did an hour on this. So here are the materials. Set this up. What would you do?

Speaker 2: Well, it looks like something needs to be plugged into the USB.

Maricel Manglicmot: OK. What's the next step?

Speaker 3: Power button?

Maricel Manglicmot: OK. It doesn't work. What's the next step? What do you do next?

Speaker 2: Check to make sure your device is plugged in.

Maricel Manglicmot: OK. Should be plugged in. Anyone online want to add their thoughts? Or what they would do in the chat would be great. But everyone else in person? Everything's plugged in, it seems like.

Speaker 3: Well, that thing is not plugged into the computer.

Maricel Manglicmot: Right.

Speaker 2: Yeah, the USB.

Maricel Manglicmot: This thing you have to set up. What do you-- yes, sir?

Michael Delaney: Put in a ticket?

Barry: I would call me because that's my job, tech.

Speaker 3: Looks like you got a chat.

Maricel Manglicmot: OK.

Barry: Let's see. The chat says, look at the resources or steps from the presentation last week. Jose contributed that.

Maricel Manglicmot: Awesome. Perfect. Does anyone else have--

Speaker 3: Well, I want to know what that white thing is.

Adriana: Well, that's what goes in.

Maricel Manglicmot: This is new technology, brand new technology.

Speaker 3: So somehow that has to be hooked into the computer.

Maricel Manglicmot: Yes.

Adriana: But the thing is, they should have told me in the training that I had what this is and what purpose it serves. And I hope that that would have been part of the training.

Maricel Manglicmot: Yes. Yes. We're assuming that it was part of the training.

Speaker 3: But we don't know because we weren't part of the training.

Maricel Manglicmot: That's true. That's true. Well, I'll give you a hint. When plugged in correctly, it will light up.

Barry: Well, I think that I will take out my cell phone and look at the video that I made from before to see what I'm doing wrong because that's what the students do, correct?

Maricel Manglicmot: Very great answers, great answers. So glad you're here to participate in that because you are showing-- uh oh-- there we go-- you are showing the persistence that we need teachers to show when we are dealing with new technology. And as you can see, it actually plugs into the keyboard, [laughs] and it lights up. What purpose does this serve? It makes people happy.

So that is the successful problem-solving that you have showed. You are able to step back and look at the situation, look at the video, look at the notes, look at the manual, resort to looking at other sources for the solution. And you have the curiosity to try it at different angles.

So you are great. You are successful problem-solvers. But what about the teachers who don't demonstrate these qualities, who are given the material and is like, oh, I remember this from last week, but I forgot what to do. So it might not be so [inaudible].

So what we need to do for our teachers-- and this is one thing that we're discussing for our DLAC project-- to help teachers become successful with technology is performance support. And does anyone know what performance support is, first of all?

Speaker 3: Is it giving you advice on how you do something, like peer review?

Maricel Manglicmot: No. Well, it can be. It can be.

Adriana: Is it like being there when the person is performing the activity to encourage them or give them a little bit of help when they need it?

Maricel Manglicmot: Right, right. Michael, were you going to say something?

Michael Delaney: That sounds good, yeah.

[laughter]

Normally, that's what I thought [inaudible]

Adriana: He's got our wording there.

Michael Delaney: At least what we want to be able to provide to our teachers, and we don't always have the people available to do it. I think it is.

Maricel Manglicmot: Right. So performance support is exactly what you mentioned. I didn't catch your name.

Adriana: I'm Adriana.

Maricel Manglicmot: Adriana. Exactly what Adriana mentioned, where you support the teachers, or you support someone right then and there as they need you for what they need you. So like just right now, if I were making this-- if I had this, I would probably go with Barry's solution, which was go to the video I made or recorded on how to set this up.

And so we do need to have some sort of performance support because old habits, teachers will revert to-- well, I shouldn't generalize. But we all go back to the thing that we remember how to do easiest. And the reason why we need performance support is because it's easy access. It's not like, oh, let me put in a ticket, and I'll get back to you a week later. It's right then, right there, now. And--

Michael Delaney: Does anyone have that availability in their Adult School at the moment, or do you know of schools that have that?

Patricia: That's what I was just going to ask. [laughs]

Speaker 3: There's a chat, I think, it looks like.

Barry: Fortunately, in our adult division in Los Angeles Unified, we do have positions. We have two types of support. We have people who are called information technology support technicians, and they're the people-- like if you have a problem with the board, or if the Owl is not talking to the board, they do all the technical stuff-- or you have a problem with the network.

But my position is actually called instructional technology teacher advisor. And our role is support for instructional needs for the teacher. So we're fortunate. I think we have one in all of our main campuses.

So while it may not be exactly within the next 10 minutes, we do have the capability to respond in different ways fairly quickly for the teacher. If a walkie-talkie goes on and says, so-and-so in room 202 is having a problem with their Schoology, we can actually pretty much get over there. But we do recognize that not all districts have that.

Michael Delaney: So is that a full-time position?

Barry: Yeah. It is.

Maricel Manglicmot: Yes, ma'am?

Adriana: So I was going to say something about old habits because in the moment when this-- and, again, I'm looking at a classroom of students. We don't necessarily work in that situation now.

But when there was a classroom of students, the technology's not working, no matter what technology it was-- computers, overhead projector, anything that's not working-- the old habit is the teacher says, I already know how to do this, I'm just going to do it, because they're worried about losing the students. So that's why we go-- that's why we go back so quickly to old habits--

Michael Delaney: Do you mean like--

Adriana: --unless we have that kind of support where we can call somebody, and they'll be there right away.

Michael Delaney: And by old habits-- I mean, I do this myself, and I like technology. I'm embracing it, and I use it. But often I want to stand in front of the board with my chalk or my white marker or I want to turn back to the books. And I'm one who actually likes this stuff.

Adriana: Back to the old habits.

Michael Delaney: A lot of other teachers completely push it to the side.

Adriana: Yeah, exactly.

Maricel Manglicmot: Right. Totally agree, Adriana. And we do go back to the old habits because it's simple. Sometimes it's simple for us because we've been doing it, and we know exactly what to do.

Michael Delaney: I think there still is some room for that, though. I mean, at times is really-- it depends on the situation and skill level of the teacher. But having adults, I think the students, sometimes they don't mind a little of the old-fashioned approach.

Adriana: We don't want to lose the students.

Maricel Manglicmot: Right. Absolutely. Jose says, steps or guidance on how to meet the expected outcome. Perfect. Thank you, Jose.

One of the things that performance support absolutely must be is it has to be in bite-sized pieces. So think of this scenario. If you had a flat tire, and you were on the side of the road, and you really needed to get somewhere, would you look at a 3-minute video of how to change your flat tire or a 15-minute video?

Speaker 3: I would call AAA.

Maricel Manglicmot: Third option, third option.

Speaker 3: This one is for Barry, right?

Adriana: Yes, exactly.

Barry: Well, that's also what we do in our job. Somebody asks us about something, we can quickly look it up on Google before we go out there to [inaudible]. Everybody uses that Google tool.

Maricel Manglicmot: Yeah. And they're usually bite-sized because, like you said, you don't want to lose the students. If you are there looking at a video for 15 minutes, what are your students doing during that time? So you want to make sure that instruction continues.

And the third bullet is that the admin will usually change. For our schools, we have a turnaround. Our administration usually comes and goes. So we have changes-- not too often, but the performance support will help support the teachers. It will help them pick up skills so that they keep those skills even as admin changes.

Even if right now we have a supportive admin who gives us all the technology we need, but maybe, down the line, we won't be so lucky. So we need to be able to support the teachers that way as they change. Am I pressing the wrong--

Michael Delaney: Maybe one more thing on bite-sized pieces, just since you brought it up. Sometimes I try to make some training videos where I'm-- right now I'm trying to help some of the teachers with Canvas. And it's a real skill to actually make a bite-sized video. You just hit record, and all of a sudden, you're at three or four minutes. And so I totally agree, but that's a whole other part of the puzzle.

Maricel Manglicmot: All righty. And how do we do performance support? Well, we support their knowledge, so training. We support their skills, maybe follow-up, hands-on things.

And then we change their attitudes. So if you look up KSA, the A part could also be ability. But for our specific needs, it would be an attitude. So our teachers' attitudes would have to change for technology.

One way that we were going to support the teachers' KSAs after training was to have, possibly, YouTube videos. It's easily accessible from any device. You don't need a specific account in order to access it. You do get ads, though.

But most people would need training on how to do YouTube, and then that's it. Just look through some video files and see which one you need. Watch that for 3 minutes, and, hopefully, that will support you in that time, in that need.

And then I think that's it for my part. Right. So my question for you is, is there a way that, for you as adult ed educators-- how have you supported your teachers through KSA?

Adriana: One of the things that I was thinking of-- and I have to go back a few years. But one of the things that I was thinking of when we started having techs on campus in the evening for our teachers is that the tech and I spoke after a couple of those first evenings. And the tech said, you know, most of the time they need me, it's because something isn't plugged in.

And you probably deal with this as well, Barry, or probably have dealt with this as well. So what we did to support their knowledge is we said, OK, to support the tech and to support the teacher, what are some of the things that we can do to have the teacher check before they call the tech?

So make sure it's plugged in. Make sure the monitor is turned on. Whatever first steps there were-- maybe three. Not a lot, but maybe three things that they needed to do before they call that tech.

And that would support their knowledge because then they know what to do. And then once they have that foundation, then you can ask them to do a couple more things. And that's supporting their knowledge and their skills and their attitude because they could solve the problem by themselves.

Maricel Manglicmot: Yes. Bite-size, bite-size. Michael?

Michael Delaney: Maricel's simulation makes even more sense now.

[laughter]

Maricel Manglicmot: It's something. All righty, so--

Michael Delaney: And can I ask one question? When you had a tech, was it a classified position or certified or--

Adriana: It's classified. It was a classified position, right. Yes.

Michael Delaney: And were they up to speed with something like Google Classroom or Google Suite or whatever was being used at the time?

Adriana: They were up to speed with the technology that we were using at the time. And, actually, we were really fortunate that-- we used to have random techs hired by each of the schools. And what the district decided to do was create a standard for all of the techs across all of the schools.

So they had to pass a test to know Microsoft. They had to know PCs. They had to know Apple products. They had to know a variety of things. They needed to have a minimum threshold to pass that test, and then they could be interviewed.

Michael Delaney: Yeah, because [inaudible], we get a little bit of resistance to hiring a new full-time person. We don't really have many classified techs. We have no paraeducators. So most of our in-house training or support is at the full certified rate. And so then when we propose, well, maybe we need someone every morning and every evening in the computer lab or something, then there is a little resistance to creating a position.

Adriana: Well, yeah, that's really good leadership and seeing how that might work. Yeah.

Maricel Manglicmot: We have something in the chat?

Michelle Chuang: There's a chat from Jose.

Maricel Manglicmot: OK. So Jose says, we curated a list of short videos from YouTube-- aha-- on how to complete specific tasks across different programs. The list was housed in an app accessible by phone or PC. Awesome. Jose, I think we're on the same page. I think--

Speaker 3: Maybe Jose could share it with you.

Maricel Manglicmot: --we're on the same page. What's that?

Speaker 3: Maybe he could share his short videos from YouTube.

Adriana: Or the name of the app.

Maricel Manglicmot: Or the name of the app. Jose, if you could do that for us, that'd be great. If you could add that in the chat, we'd totally look into it. Yes, sir?

Barry: So when it comes to attitudes, the teachers, I think, first need to get the buy-in as to why using the technology is important for what they're trying to teach. And so to me, that's always been like a two-edged sword or two parts of a big problem, which is they can go to a conference, and they can see all this great technology.

They get excited. And then they get back to the campus, and that technology doesn't exist for them yet. And so maybe there's a waiting period of a month or six months or never, where they'll never get that equipment. So the enthusiasm for using the technology sometimes isn't there.

So on the other hand, administrators and other people sometimes will purchase lots of things. And then the teachers don't really know how to use them, and they sit. So I'm sure everybody's been at a campus where you have a beautiful computer screen or a SMART Board or Promethean board, and it's just sitting in the back of the room.

Michael Delaney: Gathering dust, yeah.

Barry: So those things work together. You have to have the enthusiasm, but you also have to have the equipment. And if that's not in sync, then the attitude decreases.

Maricel Manglicmot: Yeah. That's another one.

Michael Delaney: Yeah. Just one thing I'd like to-- teaching, I started at East Side in 2016. And at that time, it was Google Classroom training and a lot of Google Suite training. And when I first got there, I didn't-- we're pretty blessed. We don't all have touch screens, but we get a fair-- we get pretty good technology. And we've had pretty good training PDs for it.

Barry: So Jose put a link there.

Michael Delaney: But it takes time.

Speaker 3: Yeah, great. Great. Thank you, Jose.

Maricel Manglicmot: Thank you, Jose. All righty, go ahead, Michael.

Michael Delaney: That was my basic thought. And the other thing too is you said you go off to different conferences and learn about different tools. I mean, even with some of our recent trainings, even in Padlet, or in other things, they're quite impressed. They enjoy it during the training.

And then they don't implement. And some that I've talked to, they get back to the room, and you're alone, and you start to forget things. Others maybe just back to the old habits. Not you back to the old habits.

Maricel Manglicmot: All right. Thank you for this great discussion and everyone in the chat as well. We're going to take it to Michelle next, who is the ESL chair.

Speaker 3: Maybe put her on the board so we can see her. There we go.

Maricel Manglicmot: Oh, there you are.

Speaker 3: This is better. Yeah.

Maricel Manglicmot: All righty, Michelle. When you're ready.

Michelle Chuang: I'm ready. Hi, everybody. I'm Michelle, one of the Triple M. [laughs] And I am ESL Curriculum Chair from East Side Adult Ed. So I'm glad that I have the opportunity to share and then introduce our program.

So the first slide I have here is to show you the active students we have for our program. So you can see from the blue bars, we have five different departments-- ESL, ABE, High School Diploma, CTE, and HSE, which is GED. So from the size of the bars, you can see that ESL is the largest portion of our whole program.

So up to now-- so this is for school year 2022 to 2023. So up to now, because we're still enrolling students-- so we have almost 3,000 ESL students up to now. And then we're still getting more students.

So I'm in charge of ESL curriculum. So we are trying to teach our students digital literacy. But from Maricel's presentation, you can see we've got some barriers from the teachers because they have a negative attitude toward teaching digital literacy to our students. Maricel, can you go to the next slide, please?

Maricel Manglicmot: Sure.

Michelle Chuang: Thank you. All right, so this is just the number of the active students. So for ESL, we have 2,700 students comparing to the students in other departments. OK, next one, please.

All right, so this is ESL student levels. So you can see from the sizes of the bars most of the students in our ESL departments are in Beginning Low, Beginning High, and Intermediate Low. So the majority of the students are in these three levels, which means they are low in English proficiency. Also, many of them are low in digital literacy levels. All right, so next slide, please.

All right, so this is just the number from the previous slide. So this is the number of classes, number of classes for ESL department. So you can see the most of the number-- we have the highest number in Beginning High and then Beginning Low and Intermediate Low. OK, next slide, please.

All right, this is to show you that, currently, most of our students are attending in-person classes. But we're trying to introduce Canvas as a tool to learn to our ESL students. So, currently, for our regular ESL classes, we have about five classes are using Canvas versus the all in-person ESL classes.

So the all in-person regular classes is about 39 classes, and then we have only five classes are using Canvas to teach in classroom now. And then we have distance learning, and the distance learning is taught by Michael. And then he is using Canvas, so that's 100%.

And then we have remote learning classes. So, so far, we have three remote learning classes, and the teachers are not using Canvas. They are simply using Zoom to teach with the ebooks we provided them. So they are not using any learning management system to teach. Only use Zoom.

And then we have one ESL computer literacy class, and it's in person. And the schedule for this class is in the afternoon, where there are-- most of our classes are in the morning and evening. So this class, this ESL computer literacy class, is in the afternoon. So the student can drop in anytime when they need help. So the teacher is teaching in the lab and in person only.

So from this graph, I think you can see that there's a large room of improvement for our program. And then we're providing trainings and PD to our teachers. So we're trying very hard to teach our teachers how to use Canvas. And Michael is the lead trainer, so he spent a lot of time to help our teachers. Yeah, and so feel free to stop me if you have any questions.

Patricia: Yeah, I was going to ask you, when did you start teaching people how to use-- teaching teachers to use Canvas? When did you start?

Michelle Chuang: We started a few years ago, right, Michael? Do you remember? When did we start the training?

Michael Delaney: Summer of '21 I think, yeah.

Patricia: 2021, OK.

Michelle Chuang: '21. So it's been like two years.

Michael Delaney: And we had gotten a lot of training going back to at least 2016 when I started in Google Classroom.

Maricel Manglicmot: But specifically Canvas, it was 2021.

Patricia: But I think interesting that you're on your second year, yes? And only five, right, only five are teaching in Canvas?

Maricel Manglicmot: Right, only five are actively using Canvas in their classroom. Yes.

Michael Delaney: Well, that's just in ESL. I think if we push our numbers close to double digits-- I think if we--

Maricel Manglicmot: [laughs] If we include High School--

Michael Delaney: --take a deeper dive, I could bring out the analytics. So it's not quite that low, but it, yeah, is significant.

Patricia: It's higher in other subject areas? Is that what you're saying?

Michael Delaney: Not really higher, no.

Maricel Manglicmot: No. One of the things that-- I wouldn't say issues, but one of the patterns that we've noticed is that teachers will attend the training, will start their Canvas shells, and then their Canvas shells remain empty for a semester or two.

Michael Delaney: They love the training. They're available on Friday afternoons.

Maricel Manglicmot: As long as they're paid for it.

Michael Delaney: There's an extra duty sheet for it. But there's been trouble with, yeah, sticking.

Barry: So my question is, for example, in the first group, the regular ESL, these are in-person ESL courses. And what percentage of Canvas-- for the five that are using Canvas, is that something that every day, they'll have their students refer or go to the website, but it's really there to supplement or enhance their in-person training?

Michael Delaney: Well, there's four or five of us in ESL alone who use it a lot. I don't use it every day. I'm not entirely sure how the other teachers do it. In ESL, in some ways, I think it's a little bit easier because-- for instance, right now with Ventures is our textbook series, and they made a whole bundle of shells.

And so with some of the teachers, I've been helping them to implement that. Others work largely in tandem with their textbook, and they use it fairly regularly. There's one who does all the-- reinvents the wheel and creates his own classroom and uses it regularly.

So we're in the computer lab once a week. I use it in the computer lab. I use it sometimes on-- we also have Chromecarts. Everyone has Chromecarts. So I don't know exactly how everyone else is using it, but there's four or five who do use it robustly.

Barry: And do you know why the remote learning cohort have--

Michelle Chuang: Well, they are using Zoom.

Barry: --no use for Canvas?

Michael Delaney: Well, I know one of the teachers does have a Canvas. He's had a Canvas shell for a while.

Barry: It seems like it would go together a little bit.

Patricia: A lot.

Maricel Manglicmot: A lot.

Patricia: It might actually be the first place you want to focus on because they really need to be using it, right?

Adriana: Yeah. You're right, that'd be a great population to start with.

Michael Delaney: Before they get in their mixed-level courses, two of the teachers-- this is not meant to be an age bias, but they're both retired. One is going to be retiring for good.

Adriana: It's technology.

Maricel Manglicmot: Wait a minute.

Adriana: It's technology.

Michael Delaney: No, I'm not saying that. But we have to recognize that some of them, sometimes they figure, I've been doing this for 35 years. It works. I'm going to keep going with it.

Barry: I haven't heard that.

Michael Delaney: I hope we could give them credit that they are doing it on Zoom. And that's integrating in technology, and it's also allowing the students to be at a distance. So--

Barry: My question is also--

Michael Delaney: --it's a step in the right direction.

Barry: --what happened during the 100%-online period during the pandemic, where 100% of your-- I assume-- classes had to be online? What did the people do?

Maricel Manglicmot: Well, the first thing people did was retire.

Barry: Oh.

Michael Delaney: Some people do use Google Classroom, and that's part of the resistance with some of them. I mean, not everyone uses it. But some of them say, listen, I want to stick with that, including, for instance, our department chair in CTE.

Patricia: Ah, yeah. [imitating siren]

Michael Delaney: And a couple of other department chairs, frankly, who are still holding on to Google Suite. And I think that's a question too for you guys is, well, if they're comfortable with that, why not stick with it if it works? Yeah.

Speaker 2: One of the things that we did was attended the online faculty certification for Canvas to learn about Canvas. That was one of the things-- our first step. We needed to learn about Canvas before engaging our students with it.

Michael Delaney: Was that-- we've done-- it was called-- the one we used was Growing with Canvas. It was instructors' pre-made modules. And a lot of people finished it.

But then they don't get in and play around with it. They kind of leave it at that, and then maybe some of the lessons slip. They don't go back in. And that's where I think that a little bit more support to help--

Patricia: I'm in because I did the Growing too. And I know that we have to go to Canvas, but the next step is to actually apply to do hands on. And I think support on that end would be nice because the other one is just the beginning, the introduction to Canvas.

But what you need is actual help. It just seems to me that they need to make another section, perhaps, of Canvas where you start putting in your pieces. I don't know. Just where we're doing more directly related to whatever your subject is that you're teaching.

Michelle Chuang: Yeah, I totally agree with Patricia.

Patricia: Oh, thank you!

Michelle Chuang: Even though we provide training to our teachers-- not only Canvas. We also provide training on Burlington English and then Ventures learning management system to our teachers. But I think the teachers-- even though they learn how to use these tools, but the barrier they have is from the students.

So just like I mentioned, most of our students are lower level. Most of our students are lower-- and more than our students-- and more than half of the students are in lower levels. So they have very low digital literacy skills. So even though our teachers know how to use these tools, but not our students.

Patricia: Is there a training? Did Canvas make a training for students?

Michelle Chuang: Not yet. Not yet.

Patricia: Then I think that that's also an area that's lacking because I already think if teachers are having trouble, obviously, students, just like you said, are going to have trouble. And so people need to address both making sure that we perform these, that we've had this presentation, but we have to now insert our class, our curriculum into that. And we have to get across to the students.

And I wonder if that couldn't work at the same time that while students are doing-- because often when you're-- I'm just thinking. They might-- I don't know. Because people have to address-- it's not going to go forward if we don't address the Adult School students.

And that's the big thing. I mean, our community colleges want us to go, and that would make it so much better for our Adult School students. But we have to climb that hill first.

Michelle Chuang: Right. Right. I totally agree with Patricia. I think that's a great feedback. So one of the things that I would like to do is I want to let our teacher to teach computer literacy. Instead of having a separate class like the one we have right now in the afternoon, let our regular ESL teacher to teach digital literacy to our students to help them learn how to use the computer before they can use any of the tools that we introduce them. So that is one of my plans for the future.

Patricia: Good idea.

Michelle Chuang: All right, so Maricel, can we go to the next slide, please?

Maricel Manglicmot: Yeah. There's one comment from Jose who says that his agency uses Google Classroom. All the resources, instructions, and links are housed there. Although the classes are in person now, they still use it to house everything that will happen in class. This works well with CDP since students now have the option to see and catch up with the content even when they are absent. So that's one great thing.

Barry: What's CDP?

Maricel Manglicmot: Yeah, Jose, what is CDP?

Jose: Hello, everyone. It's a high school completion. The students will take classes, and they get credit for each class like at a high school. But it's for adults.

Adriana: California Diploma Program.

Maricel Manglicmot: Ah, California Diploma Program.

Adriana: I guess. Something like that.

Maricel Manglicmot: Yeah. Thank you, Jose.

Michael Delaney: Jose, what school are you at or what program are you with?

Jose: We're in Connecticut. [laughs]

Maricel Manglicmot: Wow!

Patricia: Welcome!

Jose: Thank you. Very far away.

Patricia: Thank you for coming.

Jose: Thank you. It was a short drive, surprisingly.

Michelle Chuang: Great. Maricel, I just want to remind you, can you ask the host to save all the chats so we can have the information saved?

Barry: I don't know if I actually have control over that. I think it's all controlled by OTAN. I think they're doing it.

Adriana: I think that the recording-- the chat is saved.

Speaker 3: But the recording, unfortunately, has got to be accessible, and it's a big deal. And it's probably not going to be available.

Adriana: Got it.

Speaker 3: So it may not be possible. So, Michelle, I would say if you can save the chat yourself, that would be the best way.

Maricel Manglicmot: Save it, save it.

Adriana: Good points.

Michelle Chuang: I don't have-- I cannot save anything from my end.

Speaker 3: Maybe it's an OTAN thing.

Barry: I do recall, just for your information, in a previous session, after I stopped the recording, a little pop-up came up that showed that the chat, I think, was being saved. But that may be something that you would want to contact OTAN just to verify that that's important to you.

Jose: I see the option on my end on the chat. Next to the Send button, there's three dots. And when you click on it, it says Save Chat.

Patricia: Ah, yeah.

Speaker 3: OK, Michelle, you're in charge of saving the chat.

Maricel Manglicmot: There you go.

Michelle Chuang: Oh, I got it. I got it. Save Chat.

Patricia: Go, Jose!

Michelle Chuang: Yeah. Thank you. Thank you.

Patricia: [inaudible] Connecticut.

Michelle Chuang: All right. OK, can we move on to the next slide, please?

Maricel Manglicmot: Sure, sure.

Michelle Chuang: All right, so this is just the numbers that you can see from the previous slide. So this is just to let you know that we have 39 regular ESL classes and only five Canvas classes. Right. That's it. OK. And next slide, please.

OK, so these are some text survey questions' results from our ESL students that we did last semester in fall 2022. So these are just some of the questions that I would like to show you. So the first question, have you ever taken the class online? So 70% of students say no.

Patricia: So that means that they didn't study during the pandemic.

Michelle Chuang: No, that was just the last semester, so when we come back from pandemic.

Patricia: But if they haven't study-- the question is asking about just the last semester or...

Michelle Chuang: Last semester. Right. So these students, if they're returning students, they might took the Zoom class during the pandemic. But still we have 70% of students say no, they've never taken a class online.

Patricia: And that's your assumption, that they're brand new students, that they didn't study during the pandemic?

Michelle Chuang: Right. Right. Right.

Patricia: OK.

Michelle Chuang: And next question, do you think you can learn online right now? 62% say no. Do you need a device to help you study online? Close to 60% say no. No, they don't need device. That means they are ready, but they don't want-- they think they cannot learn online right now. So that's kind of interesting.

Speaker 3: A disconnect, yeah.

Michelle Chuang: Next question. Do you need help getting into the online textbooks or resources? All right, so we have close to 64% of students say, no, they don't need help getting into the online textbooks. But they say they are not ready to learn online.

Maricel Manglicmot: They don't want to.

Michelle Chuang: So I think these numbers are pretty interesting. And then it's probably because the way we ask them the questions because they are ESL students. So probably they didn't understand the question.

So maybe next time when we do the survey, we can recreate the question with more pictures to make them more comprehensible so that they can give some of the true answers. All right, next question. Sorry, is there a question?

Maricel Manglicmot: Barry has a question over there.

Barry: Have you considered-- I mean, for a survey, even though it's for ESL students and especially for ESL students, why don't you do it bilingually?

Michelle Chuang: Right. Right. Maybe we can have some translation next time and add some pictures.

Barry: I mean, I got to say, 72% of students saying they don't need any technical help, that's probably a higher percentage than if you were to survey your teachers.

[laughter]

Michelle Chuang: Right, right.

[inaudible] help because they don't want help.

Maricel Manglicmot: Right. That's the thing.

Michelle Chuang: OK. All right, and the last question. Do you need flexible study times? So we have about half and half of students. So I think this gives us some work to do from the last question.

So they do need flexible study times. So I think there's a need for teachers to use some tools to teach online to give our students more flexibility and also give teachers some flexibility. So probably we can show the survey to our teachers to let them know that, hey, our students want to have some flexibility.

So probably you should start thinking about using some other tools instead of the traditional in-person classroom teaching. So use this to motivate them to start using some new tools. OK. All right, next slide, please. I think that's my last one.

Maricel Manglicmot: Yeah, just a fifteen-minute warning.

Michelle Chuang: I'll just go over it quickly, and I'll leave some time for Michael. So this is just a WASC action plan for our school. So we do want to increase the successes for our students with low level of digital literacy. And our students should be provided with more computer classes and training in how to use them.

The inclusion of technology instruction and learning should be an integral component of all courses. And digital literacy enhances the students' ability to perform 21st-century basic life skills. Students will be better equipped to be successful in school, work, and daily living.

So this is our action plan. And we are making as a goal in our curriculum, and then we want to encourage our teachers and students to use more technology in order for them to get ready for the world and then to be successful. Yeah, that's it for my part. Thank you.

Maricel Manglicmot: Thanks, Michelle. Michael, you want to take a couple minutes?

Michael Delaney: Sure. Did you want to go back to the questions at the very end?

Maricel Manglicmot: We could do that and then have our activity of Mike's top 10. So these are our questions that we showed at the very beginning that we definitely need help with. So the first one is, what engages you about technology? How do we motivate and encourage teachers to use technology?

How do you address resistant teachers? What type of models are you using to provide PD, or Professional Development, in technology? How do you support instructors in involving students with technology? How do you prevent technology burnout, and how do we redefine the role of teaching with technology?

Speaker 3: There's a chat.

Maricel Manglicmot: Oh, chat. Can we get the link with the resources?

Michael Delaney: There is one link at the end, and, yeah, we'll put it up. You get the QR code. But that's just a lot of my random perusables. But, yeah, you'll get that again.

Barry: I think that you have some of those statistics that will help you-- for example, that one at the very end that was in that last survey where it said basically 50% of the students would like to have more flexibility in learning. And one of the things that technology can do is to provide the flexibility because students can access things even though they can't come to school.

So I think that could be a talking point, making sure your faculty realize that so many of your students want that flexibility. And if they can provide that through technology, their attendance goes up. Their persistence goes up. Things that are important to teachers and administrators will go up if they can start to incorporate some of the techniques that allow for flexibility.

And you have the statistics there to back you up. And then that whole thing about maybe teachers are resistant because they think that students can't do this. But according to your survey, a very large number of your students feel like they can do it.

But, again, the data may be flawed because of the way the survey was conducted or student resistance to admit that they don't know something. So there are a lot of things in there. But even so, it does show that students, even though they don't-- maybe they don't want to take online courses per se, they may be capable of it.

Speaker 3: And they definitely want the flexibility.

Adriana: I think right now that you said that, it reminded me that maybe there's one question missing from that survey. And that is, what are the ages of your students or the age range of your students? If you tend to lean more toward the middle of the age spectrum-- and the--

Michael Delaney: 18 to 80 just in ESL.

Adriana: --middle of the age spectrum for adult education is 150 years is the top end. Because I've seen sometimes where there's a younger population in the class, they're the ones who are helping the teacher out with the tech. So just as [inaudible], I would say, it's not important. The important thing is the idea.

Michael Delaney: No, I think that's all really interesting. I mean, one thing about the numbers is that that data was just from ESL. So we also have-- High School Diploma has a robust online program.

Maricel Manglicmot: We do. We still-- I mean, I only know of two to three teachers who are actively using Canvas after training, and one of them is me.

Michael Delaney: But Canvas aside, Edgenuity, I mean, we use other platforms to give them the flexibility to study from home.

Maricel Manglicmot: Right. But then you do have the population of younger students who might seem like they should be helping the teachers, but I have a 17-year-old, 17-and-1/2-year-old, who has never owned a computer, has never touched a computer, is barely learning how to type on a Chromebook. So the age and the skill levels are everywhere, definitely.

Speaker 3: Teacher initiative and keep building digital literacy.

Maricel Manglicmot: Digital literacy, yeah.

Michael Delaney: Yeah. And I teach Advanced Low ESL, so comparatively easier than Beginning Low, Beginning High because there's not so many linguistic barriers. But still-- and I get a lot of older students, but we use QR codes in class. We do Quizlet Live.

We play little games and things. And then also I do put everyone into Canvas. And then we're also using a QR code to-- I get them to bring up the app on their phone so at least they have the option.

And, again, this is with-- it's a range of students. You get young highfliers just in from Vietnam. They stop with us just for a little while on the way to community college. But then we get a-- a lot of, I think, the older students in ESL, I think they enjoy that opportunity to get in there.

Just before we flew down here yesterday, I was talking about how to bookmark because with Canvas-- I mean, these are just fundamental issues. Every day I'm running from computer to computer just to make sure they get the-- when they log in to the internet, just to get the address right. We need a dot, not a comma, et cetera, et cetera. And it comes up over and over again. I mean, it tends to improve over the course of a semester.

Anyway, I think that a lot of the-- as we get using Canvas, there's a lot of digital skills that are being taught as well. I mean, in High School Diploma-- and, again, Canvas is one thing we're trying to use. But there's a lot of other ways that we're giving opportunities and trying to implement digital technology. Edgenuity.

I used to teach GED. We do have an online program there. And the teacher's gotten to be pretty good at it, I think, and enjoys it. And there's a big demand.

Maricel Manglicmot: And it's not necessarily just technology to use as a learning tool. We also-- I conduct HyFlex classes. I think I'm the only one.

Michael Delaney: Think so.

Maricel Manglicmot: I think so. So I'm the only one doing HyFlex in the classroom, where students who are sick that day or don't have child care or don't have transportation can just log into Zoom. And they use whatever technology we have-- Google Classroom, Canvas, Edgenuity. We'll go and do the-- we'll do the class together even though they're at home taking care of someone.

So just having that kind of opportunity as well is really helpful. And having them go to class through Zoom gives them a little bit more of a challenge because I'm not there looking over their shoulder telling them, click here, click there, where are you having issues? So they'd have to, in a way, be self-reliant first before going into Zoom.

And what I do with my class before I let them have the option of taking Zoom is they would stay with me for the first or second-- until the first or second month of the semester. And during that time, I'd help them build up those skills so that once they get onto Zoom, they can be independent. So Google Classroom and Canvas.

And then once the second month comes around, I'll put the link-- I'll release the link. And next thing you know, there's like two people, three people on Zoom the next class. Yeah. Any questions in the chat or for the in-person--

Barry: No new questions.