 OTAN, Outreach and Technical Assistance Network. Welcome to Who Wants to Engage with Technology. This is more of a, but most of our teachers are like, Who Wants to Engage with Technology? So we're, we are people at my Maricel. That's Michael. And Michelle is online. Say hi Michelle. Hi. So we're going to, we're going to present together. And we're from East Side Adult Education. That's Summer 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. Cause 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 hover cam. We have a projector that allows us to touch the screen. We have Chromebooks. We have Chrome carts. 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, here are the materials. Set this up. What would you do? Well, it looks like something needs to be plugged into the USP. Okay. What's the next step? Okay. It doesn't work. What's the next step? What do you do next? Check to make sure your device was plugged in. Okay. Should be plugged in. Anyone in 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. Well, that thing is not plugged into the computer. Right. Okay. This thing you have to set up. Yes, I put in a ticket. I would call me because. Okay. Let's see. The chat says look at the resources or is that from the presentation last week. That's what they contributed that. Awesome. Perfect. Does anyone else have. Okay. This is new technology. New technology. Yes. 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. Yes. Yes. We're assuming that it was part of the training. But we don't know because we weren't part of the training. That's true. That's true. Well, I'll give you a hint. Okay. Okay. I think I did it correctly. It will light up. I think that I will take out my cell phone and look at the video that I made. From. Before. Okay. That's what the students do. Very great answers. Great answers. I'm so glad you're here to participate in that because. You are showing. 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. And it lights up what purpose does this serve? It makes people happy. So that is the successful problem solving that you have showed. I'm going to show you how to do that. I'm going to show you how to do that. I'm going to show you notes. Look at the manual. Reserts are 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, I remember this from last week. But I forgot what to do. I just wanted to show you. So the next thing we're discussing for our D-Lack project to help teachers become successful with technology is. Performance support. And per. Does anyone know what performance support is? First of all. Is it giving you advice on how you do something? Like peer review. No. Well. It can be. It can be. It can be. Being there or when the person is performing the activity. You encourage them or give them a little bit of help. When they need it. Right. Right. Michael, are you going to say something? That sounds good. Yeah. Okay. That's what I thought. 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. Right. So performance support. That's exactly what you mentioned. I didn't catch your name. 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, if I were making this. If I had this. I would probably go with very 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. I guess I'll get it. I'll get it. I'll get it. I'll need it. I'll need it a week later. It's right then, right there. Now. Does anyone have that availability in their adult school at the moment? Are you no schools that have? That's what I was just going to ask. There's a chat. Fortunately. 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 the owl is not talking to the board, they do all the technical stuff to get 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 if we have one in all of the campuses. So while it may not be exactly 10, within the next 10 minutes, we do have the capability to respond in different ways. Fairly quickly for the teacher, walking talk, he goes on and says, so-and-so in room two was having a problem with their school. We can actually pretty much get over there, but we do recognize that not all districts have that. So is that a full-time position? Yeah, it is, yeah. It's so good to think something about old habit 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 is not working. No matter what technology it was, computers, overhead projector, anything that's not working, the old habit is the teacher said, 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 back so quickly to old habits. Unless we have that kind of support where we can call somebody and they'll be there right away. 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 when I turn back to the books. And I'm one who actually likes the stuff. So a lot of other teachers completely push it to the side. Yeah, exactly. Right. Totally agree, Adjiona. And that's, 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. I think there still is some room for that though. Yeah. I mean, at times it's really, it depends on the situation, it's still a teacher. Right. But I'm an adult. The teachers, the students, sometimes they don't mind what would be old fashioned approach. Right. We don't want to lose the students. Right. Absolutely. Jose says, steps or guidance on how to meet the expected outcome are fit. 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 three-minute video of how to change your flat tire or a 15-minute video? I would call triple A. Third option. Third option. This is something for Barry, right? Yeah, exactly. Yeah. That's also what we do in our job. Somebody asked us about something. We can quickly look it up on Google before we go out there. Everybody uses that Google tool. Yeah. And they're usually bite-sized because like you said, you don't want to lose the students. If you, excuse me, 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 like 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, maybe we won't be so lucky. So we need to be able to support the teachers that way as they change. My pressing error. Maybe one more thing on bite-sized pieces, just since you brought it up. Sometimes I try to make some training videos or I'm trying to help some of the teachers with Canvas and it's a real skill to actually make a bite-sized video. I appreciate your record and all of a sudden you're at three, four minutes. And so I totally agree, but that's the whole another part of the proposal. All right. 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 at KSA, attitude, the A part could also be ability, but for our specific needs, it would be an attitude. So our teacher's 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. If you don't need a specific account in order to access it, you do get ads though, but like 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 three minutes and hopefully that will support you in that time and 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 educators, how have you supported your teachers through KSA? 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 practice 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. You probably deal with it well, Barry, or probably have dealt with this as well. So what we did to support their knowledge is we said, okay, 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, you know, make sure it's plugged in, make sure the monitors 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. Right. And their attitude because they could solve the problem by themselves. Yes, bite size, bite size. Maricel simulation makes even more sense now. It's something. All right, so. When you had a tech, was it a classified position or certified? Yeah, it was a classified position, right. Yes. And were they up to speed with like something like Google Classroom or Google Suite or whatever was being used? 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 like random texts how you're by each of the schools and what the district decided to do was create a standard for all of the texts across all of the schools. So they had to pass a test to know, you know, Microsoft, they had to know, you know, PCs, they had to know Apple products. They had to know a variety of things. They need to have a minimum threshold to pass that test and then they could, you know, be interviewed. They can ask we get a little bit of resistance to hiring of the new full time person. We don't really have many classified texts. We have no pair educators. So most of our in-house training or support is at the full certified rate. So then when we propose, well, maybe we need someone every morning and every evening in the computer lab or something, then there's a little resistance to creating a position. Well, yeah, that's the leadership and seeing how that might work. Yeah. We have something in the chat. There's a chat from Jose. Okay, so Jose says we curated a list of short videos from YouTube 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 we're on the same page. Maybe he could share with you. What's that? Maybe he could share his short videos from YouTube. Yeah. For the name of the app. For the name of the app. Jose, if you could do that for us, that'd be great. If you could like add that in the chat. We totally look into it. Yes, sir. So when it comes to attitudes, the teachers, I think, first need to get the buy-in 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 store of two parts of a big problem, which is they can go to a conference and they can see all this great technology to 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 a premium board and it's just sitting in the back of the room. Yeah, it does too. 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. Yeah, that's a little more. Yeah, this one thing I'd like to teach and I started at Eastside 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 think 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 in PDS for it. But it takes time. Yeah, thank you for that. Thank you. All right, go ahead, Michael. That was my best 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 it. I think some that I've talked to that they give back to the room and you're alone and you start to forget things. Others, maybe just back to the old habits. Now you back to the old habits. All right, thank you for this great discussion and everyone in the chat as well. We're gonna take it to Michelle next, who is the ESL chair. Put her on the board. Right. There we go. Oh, there you are. This is better. All right, Michelle, when you're ready. I'm ready. Hi, everybody. I'm Michelle, one of the triple M. And I am ESL chair from Eastside Adult Ed. So I'm glad that I have the opportunity to share and then introduce our program. So I just, 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 3000 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 Mary Sel's presentation, you can see we got some barriers from the teachers because they have a negative attitude toward teaching digital literacy to our students. Mary Sel, can you go to the next slide please? Thank you. So this is just the number of the active students. So for ESL, we have 2700 students comparing to the student in other departments. Okay, 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 department are in beginning low, beginning high and intermediate low. So the majority of the students are in these three levels and 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. Okay, next slide please. All right, and this is to show you that currently most of our students are attended in-person classes, but we're trying to introduce Canvas as a tool to learn to our ESL students. So currently for a regular ESL classes, we have about five classes are using Canvas, okay? Versus the all-in-person ESL classes. So all-in-person regular classes is like 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 far we have three remote learning classes and the teachers are not using Canvas, they are simply using Zoom to teach with the e-books we've 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 during 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 have, 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 are providing trainings and PDE 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. So feel free to stop me if you have any questions. Yeah, I was gonna ask you, when did you start teaching people how to use, teaching teachers to use Canvas? We started like a few years ago, right Michael? Do you remember when did we start the training? We started around 21. Yeah. Yeah. 2021, okay. 21, okay, so in like two years. And we had been gotten a lot of training going back to at least 2016 when I started in Google classroom. But specifically Canvas, it was 2021. But I think it's interesting that it's where you're on your second year, yes? And only five, right? Only five are teaching in Canvas. Right, only five are actually using Canvas. Yeah. Yes. Well, that's just an ESL. I mean, I think we can see numbers close to double digits. I think if we take a deeper dive, I could bring up the analytics. So it's not quite that low, but yeah, it's significant. It's higher in other subject areas. Is that what you're saying? Not really higher, no. Okay. One of the things that, I would say issues, but one of the patterns that we've noticed is that teachers will attend the training. We'll start their Canvas shells and then their Canvas shells remain empty for a semester or two. Yeah. They love the training. They're available on Friday afternoon. So they're using their community sheet. Yeah, they do. But there's been trouble with it. Yeah. So my collective, for example, when 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 like 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. 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. I mean, there's one who does all the reinvents the wheel and creates his own classroom and uses it regularly. So it's, we're in the computer lab once a week. You know, I use it in the computer lab. I use it sometimes on the, we also have grown parts, everyone has grown parts. So I don't know exactly how everyone else is using it but there's four or five who do use it robustly. Do you know why the remote learning cohort? Well, they have to use it in tandem. Well, I know one of the teachers does have a canvas. He's had a canvas shell for a while. I mean, it would seem like we'd go together a little bit. Yeah. A lot. A lot. It might actually be the first place you wanna focus on because they really need to be moving it, right? Yeah. They're mixed level courses. I mean, two of the teachers, this is not meant to be an age bias, but they're both retired. One is gonna be retiring for good. It's technology. It's technology. I know, I'm not saying that. We have to recognize that some of them, sometimes it's, they figure, you know, they've, I've been doing this for 35 years. It works. I'm gonna keep going with it. And I think we can give them credit that they're all doing it on Zoom. So that, I mean, and that's helping to, I mean, that's integrating technology and it's also allowing the students to be at a distance. So it's a step in the right direction. But what happened during the 100% online period during the pandemic where 100% of your, I assume of your classes have to be online? What did the people do? Well, the first thing people did was retire. Okay. Some people do use Google Classroom. And that's part of the resistance with some of them. I mean, not everyone uses it. Some of them say, listen, I wanna stick with that. Including, for instance, our department chair in CPE. Ah, yeah. And a couple of other department chairs, frankly, who are still holding on to Google Suite. And I think, I mean, 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. Well, 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. Right. Was that, we've done, it was called, the one we used was growing with Canvas. It was Instructures, Pre-Made Modules. Yes. People finished it. Yeah. But then they don't get in and play around with it. Yeah. 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's a little bit more support to help. Yeah. I'm in. I think, because I did the growing too. And I'm also, I know that we have to go to Canvas, but the next step is to actually apply, right? To do hands on. And I think support on that end would be nice. Not, because the other one is, is just the beginning introduction to Canvas, right? But what you need is actual help. You know, 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. You know, just where we're doing more, more directly related to what, whatever your subject is that you're teaching. Oh. Yeah. I totally agree with Patricia. Thank you. I, even though we provide training to our teachers, you know, not only to, not only Canvas, we also provide training on burning in English. Yeah. And the Ventures Learning Management System to our teachers. But I think the teacher, 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 in lower level. Most of the students are lower. Like in more than half of the students are in lower levels. So they have very low discolouracy skills. So even though our teachers know how to use these tools, but not our students. Do you, is there a training, did Canvas make a training for students? Not yet. Not yet. 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, you know, 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 it, you know, 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 adult school students, but, you know, we have to climb that hill first. Right. Right. I totally agree with Patricia. I think that's a great feedback. So, you know, 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. Yeah. So that is one of my plans for the future. Good idea. All right. So Marisol, can we go to the next slide, please? Yeah, there's a 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. What's CDP? Yeah, let's see. Jose, what is CDP? Hello, everyone. It's a high school completion. The students will take classes and they get credit for each class, like in a high school, but it's for adults. California Diploma Program. Oh, California Diploma Program. Yeah. Thank you, Jose. Jose, what school are you at? Or what program are you in? We're in Connecticut. Check what? How? Welcome. Thank you. Very far away. Thank you for coming. Thank you. It was a short drive, surprisingly. Thank you. Great. Marisa, I just want to remind you, can you ask the host to save all the chats so we can have the information saved? Yeah. I don't know if I actually have control over that. I think it's all controlled by OTAN. Hopefully, I think they're doing it. I think they're recording it. But they're not, the recording, unfortunately, has got to be accessible and it's a big deal and probably not going to be available. Got it. So, it may not be possible. So, Michelle, I would say if you can save the chat yourself, that would be the best way to save it. Good point. I don't have, I cannot save anything from my hand. Yeah. So, I think it's an OTAN thing. I do recall, just for your information, in a previous session, after I stopped the recording, there's 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 if that's important to you. I see the option on my end on the chat. Like next to the send button, there's three dots. And when you click on it, it says to save chat. Ah, yeah. OK, Michelle, you're in charge of saving the chat. There you go. Oh, I got it. I got it. Save chat. You're OK. Yeah, thank you. Thank you. All right. OK, can we move on to the next slide, please? Sure. All right, so this is just the numbers that you can see from the previous slide. So, this is just that 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 of 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. So that means that they didn't study during the pandemic. No, that is just the last semester. So when we come back from pandemic. Oh, but if they haven't studied, the question is really asking about just the last semester or last semester, right? So these students, if they are returning students, they might took the Zoom class during the pandemic. But still, we have 70% of students say no, they're never taking the class online. And that's your assumption that they're brand new students, that they didn't study during the pandemic. Right, right. OK, and next question, do you think you can learn online right now? 62% say no. Yeah, you need a device to help you study online. They 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. Disconnect, yeah. All right, 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 are not ready to learn online. They want to. OK. So I think these numbers are kind of pretty interesting. And then it's probably because of 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 create a question with more pictures to make them more comprehensible so that they can give some of the true answers. All right, next question. Sorry, just a question. Barry has a question. Have you considered, I mean, for a survey, even though it's pretty ESL students and especially pretty ESL students, why don't you do it bilingually? Right, right. Maybe we can have some translation next time and add some pictures. I mean, I've got to say a 72% of students saying they don't need any technical help. That's probably a higher percentage than if they were to survey your teachers. Right, right. OK, all right. And the last question, do you need flexible study times? So we have like about half and half of students. OK, so I think this is this gift of 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, next slide, please. I think that's my last one. Yeah, just a 15. I'll just go over it quickly, and I'll have some time for Michael. So this is just the last action plan for our school. So we do want to increase the successes for our students with low-level 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 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 then we are making us a goal in our curriculum. And then we want to encourage our teachers and students to use more technology. And then in order for them to get ready for the world and then to be successful. Yeah, that's it for my part. Thank you. Thanks, Michelle. Michael. Did you want to go back to the questions at the very end? I'm going to do that. And then have our next to be 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? There's a chat. Oh, chat. Can we get the link with the resources? There is one link at the end. And yeah, we'll put it up and get to PR code. But that's just a lot of my random proposals. But yeah, we'll get that again. 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 that flexibility, because students can access things even though they can't come to school. So I think that could be like a talking point, making sure your faculty realizes 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 do this. But according to your survey, a very large number of your students feel like they can do it. And again, the data may be flawed because of the way that the survey was conducted, or student resistant to admit that they don't know something. So there are a lot of things in there, but even so, it does show that even though maybe they don't want to take online courses per se, they may be capable of it. They definitely want the flexibility. 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 middle of the age spectrum for a long time is 150 years is the top end. But 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 things. So just as a curiosity, I would say it's not important, but idea. 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 as a robust online program. 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. But Canvas aside, we use other platforms to give them the flexibility to study for a moment. Right. But then you do have the population of younger students who might seem like they should be helping the teachers, right? But I have a 17-year-old, 17-and-a-half-year-old who's never owned a computer, has never touched a computer, is barely learning how to type on a laptop or Chromebook. So the age and the skill levels are everywhere. Definitely digital literacy, yeah. And in ES, I teach advanced low ESL. So comparatively easier than beginning low, beating high, because there's not so many linguistic barriers, but still. And I get a lot of older students. But if we use QR codes in class, like 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. 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. We get young high fliers just in from Vietnam. They stuff it with us for a little while on the way to community college. But then we get 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, these are just fundamental issues. Every day I'm running from computer to computer just to make sure they get the, when they log into 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 the 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, high school diploma, I mean, again, Canvas is what we're trying, one of the one thing we're trying to use. But there's a lot of other ways that we're giving opportunities and trying to implement, I think, digital technology. Edgenuity. Edgenuity. I used to teach GED. We do have an online program there. The teacher's gotten to be pretty good at it. I think it enjoys it and there's a big demand. And it's not necessarily just technology to use as like a learning tool. We also, I conduct high-flex classes. I think I'm the only one. So. I think so. I'm the only one doing high-flex in the classroom where students who are sick that day or don't have childcare or don't have transportation can just log into Zoom and they use whatever technology we have, Google Classroom, Canvas, Edgenuity, will go and do that, will 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 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 like 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, Canvas, and then once the second month comes around, I'll put the link, I'll release the link and the next thing you know, there's like two people, three people on Zoom in the next class. Any questions in the chat or for the in-person? No, no new question. Okay. My question that I'm really curious about is number six, how do you prevent technology burnout? Do you get technology burnout or does it? I do. And how do you prevent that? Or is there no escaping the burnout? My personal self, I walk away and take a break when I need to. That's a good point. And something that probably a lot of us learned or neglected to learn during the pandemic to get it walked away. Yeah. My eyes told me when it was time to walk away, but not everybody, you know, my older eyes, you know. Younger eyes might not do that for a person. Well, one thing that Michael and I and Michelle are going through is that our admin or someone has an idea of technology that we can use in class. And they're like, try this, try that. Oh, we have this new thing. Oh, Canvas is a new thing. But we just got used to Google Classroom and now we have Canvas. So the technology burnout is also on like the classroom and for teachers as well. Because, you know, we just got them to agree with using Google Classroom because of the pandemic and they grew comfortable and now we have Canvas. So we're okay with, you know, little questions. But I think there's a state, no, I think there's a statement. Not, I don't know if it's a mandate, but I think that state adult ed wants us and it makes sense. If our students, we encourage our students to transfer from the adult school to community college. And one of the really big things that's so difficult for them, for all of us, is to transition to Canvas. And so I think that's why the state, I mean, the state didn't pick up Google Classroom. It picked up Canvas, because that's what the community college is using. And it just makes sense to me that what we want to, we always want to help our students transition. That's the hope that they don't stop at the adult school that they continue on. And to help that, to facilitate that, is to give them the tools, you know, so that they can use Canvas. And I think there's a push for all of us in adult ed to make this transition. It's slow, because here I'm asking you that you started in 2021, we're in 2023, and there's a lot of resistance. And, you know, it's something that we have to work on. Absolutely. Patricia, what school are you at? I'm at Santa Monica Malibu. It's really small. I'm sorry to say that again. It sounds like a nice place to be teaching in the adult world. For sure. No, and, you know, I have to say that I didn't know that I could do online. And certainly the pandemic moved me that way. And I appreciate that in the sense that, you know, my concept was, oh, no, I can't do that. I can't do that. And when push comes to shove, you certainly can. And there are benefits. In fact, I had asked, because I believe, I firmly believe that really high flex is where, because I think we need to give our students the option. I had students in during the pandemic who would attend, they would be in the parking lot while their son or daughter was doing football, soccer practice, right? And that's an amazing thing that they could practice wherever. In other words, they could attend. They were fully participating students. They did well. They all passed. I teach citizenship. So they all passed their citizenship interview. That's the key. That's the assessment there. But, and so I definitely think that high flex is important because it gives, just like you mentioned before, that if people are ill or if there's a childcare issue, then that's an option. That's an option where the adult doesn't have to lose their class. Right, right. But I had a hard, my school district was, not, they were not going to go there, okay? But I believe in theory, I believe that that's where we have to go because you have to make it open. We've learned how to do online. Now we need to make it so that people who prefer to be in person, I have to say that I'm teaching in person. And when I was teaching online, I had a lot of students who were very receptive to all the things we do online. Now that I'm in person, this group is like, oh, they don't even want to do Burlington English. Oh, you spend hours and hours showing them how, et cetera, et cetera. But you just have to go with the students where they are. So. Thank you, Patricia. Patricia, I want to run us through my top 10. Real fast. I keep using the wrong button. So first one, simplify, make it easy on yourself, on the students. I, as a Canvas trainer, want to try to make it easier on those who want to implement. I stream on it, justify. I think Barry made a point about looking at the data. I think there's all sorts of reasons that we can try to show them that it's actually worthwhile going through the struggle. Augment and enhance, this comes from a couple of the models or the justification models, like triple E or the same or model for why do we want to use it? Well, it's because we can do things better. Furate and iterate. Furate, you don't need to reinvent the wheel. There's lots of, there's a lot of good material already made, particularly in ESL. So you don't necessarily have to make all of your own and quizzes right from the start. Iterate, you know, I've done it for a number of semesters now and it's different every time. I take what works and drop the rest, or theory, fail and learn. I make mistakes all the time and I think that's essential. There was a triple E course that Deb Jensen did and that was every week we were sharing a different technical fails that we'd had in class. It's good to hear what everyone else's failures but there's nothing like that as a means to learn things. And then be patient. You know, it's going to take time for people and don't dictate. You may want to push them in certain directions but you don't want to force people and you'll end up with resentment. So it's been fun. These are the resources. If you're there, still there, Mr. Adorno. I love you, last name. And thank you guys for helping us with our project. We really, really, really, really appreciate it. Thank you. The chat does get saved with the recording, yes. But it's going to be available in the future. I hope you enjoy the rest of your day.