Correctional Education Association

The Role of Instructional Technology in Correctional EducationAuthor(s): Eunice N. Askov and Terilyn C. TurnerSource: Journal of Correctional Education, Vol. 41, No. 2, The Role of InstructionalTechnology in Correctional Education (June, 1990), pp. 82-85Published by: Correctional Education AssociationStable URL: http://www.jstor.org/stable/41971590 .

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JOURNAL OF CORRECTIONAL EDUCATION VOLUME 4 1 , ISSUE 2, JUNE 1990

The Role of Instructional

Technology in Correctional

Education

Eunice N. Askov

Terilyn C. Turner

Abstract The advantages and disadvantages of instruc-

tional technology in a correctional setting are dis- cussed. After considering some questions that staff need to answer before adopting technology , the au- thors suggest that the advantages outweigh the disad- vantages especially in the revitalization of staff and students that occurs from redesigning curriculum , in the improved self-esteem of students , and in students becoming familiar with technology that is used in the modern workplace.

The Role of Instructional Technology in Correctional Education

"I'm right! It says I'm right! I know I'm right!" shouts a large black man in a state correctional facility as he picks up the computer monitor and hugs it. This true story using the Penn State Adult Literacy Courseware illustrates the impact of instructional technology on an adult learner who has previously experienced mostly failure in school.

A young mother reads to her child in a special family literacy program for female inmates. She has gained the confidence in her abilities to read aloud to her five-year-old daughter through using a series of video programs with workbooks. While she didn't actually use children's books during her instructional program, she saw other adult learners like herself on the video programs which gave her confidence in her learning abilities and determination that her child should have a better life.

These two examples provide insight into some of the reasons that instructional technology can help the process of learning basic skills for adults. Computers, interactive videodisks, videos, and other technology offer a face-saving way to learn basic skills that differs from school learning. Many under-educated adults have not had good experi- ences with schooling. Using technology in instruction al- lows adults to learn basic skills in new ways - so that they don't have to relive experiences with frustration, failure, and humiliation that they may have endured as children in school. Using computer technology in instruction offers further advantages which are discussed elsewhere in the context of community adult literacy programs (Askov & Turner, 1989):

Advantages Privacy: Only the adult and his/her teacher or tutor

need to know the actual level that the learner is working on. Once the adult student learns how to operate the computer, s /he can work independently without anyone's knowledge (other than the teacher or tutor) of the level of difficulty. This privacy is particularly important in over- crowded correc- tional institutions where privacy is difficult, if not impos- sible, on a daily basis.

Individualization: Instruction can be tailored to the adult student's needs rather than to those of the group. The teacher can individualize not only the pace of learning but also the content and presentation to the needs and interests of the individual adult student. This contributes to the tremendous motivation to use computers that is reported in correctional settings.

Achievement gains : Some research studies have dem- onstrated better than average gains through use of technol- ogy (Askov, 1986; Askov, Maclay & Bixler, 1987; Maclay & Askov, 1987; Maclay & Askov, 1988). Clark (1983), however, cautions that achievement gains may not be due to the medium of instruction - that research variables are often confounded. Whether these gains can be maintained over time or whether the skills, once acquired through using computers, can be transferred to daily life and retained requires further research. We can say with some degree of certainty, however, that adult students learn more rapidly using computers.

Cost Effectiveness: An extensive evaluation (Turner & Stockdill, 1987) of an urban technology /literacy center has revealed that delivering instruction through computers is no more expensive than traditional instruction with advan- tages in achievement gains. In fact, more students than originally anticipated could be served through using tech- nology in instruction.

Control of learning: The adult student gradually takes control of the learning situation as he/she learns how to use the computer. This control of one's own learning processes, which we will discuss later, is perhaps the most compelling reason to use computers.

Flexibility in scheduling: While use of computers for instruction may not eliminate the need for group class instruction, it can offer opportunities for instruction in a student's open time slots. This factor is particularly impor- tant in correctional education where a student's schedule is sometimes changed on short notice due to factors beyond the educator's control.

Open entry-open exit: While classes may operate on a regular schedule, it is common for students to need flexibil- ity in scheduling. Instructional use of computers enables teachers and tutors to start where students leave off, saving valuable time for both. Student records can be easily stored on computer disks, offering a confidential and convenient means of retaining student achievement data.

Modern way to learn : Technology is revolutionizing the workplace; business /industry/ labor organizations look to technology to upgrade the learning skills of workers. A certain faith in technology exists in the modern mind (Turkle, 1984). This faith can help adult students overcome feelings of inadequacy as they approach the task of learning

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VOLUME 41, ISSUE 2, JUNE 1990 JOURNAL OF CORRECTIONAL EDUCATION ■ - ^ ' I ■- «

basic skills as adults (Lewis, 1988). Use of computers can also provide comfort and familiarity with computers - computer literacy - as well as basic skills instruction. Even some facility with computers may make an inmate more marketable in the workplace upon release.

Now let's consider the problems that can be encoun- tered in using computers for instruction. These must be confronted before adopting computers or any form of tech- nology as a vehicle for instruction.

Disadvantages Change : Technology is constantly changing. What

seemed "state of the art" several years ago is now "primitive". Continual upgrading is necessary to take advantage of the best that technology has to offer (Turner, 1988). Program administrators and teachers need to keep up on the oppor- tunities that evolving technology offers. Regular perusal of computer education journals and attendance at confer- ences are good ways to keep informed about changes in computer technology and applications and instruction.

Lack of compatibility: Lack of compatibility among machines makes identification and use of appropriate soft- ware difficult. Use of software evaluation guides, described later, helps identify software appropriate for a given com- puter.

Cost : Cost used to be a major barrier to purchasing computers for instruction. Fortunately, costs have come down, making computers affordable to most correctional education programs.

Pressure to make rapid decisions : Money for computers sometimes results from an unexpected "windfall", leaving little time to make informed decisions. Instead of careful planning which should precede innovation, administrators must "use it or lose it"; they may fall prey to a sharp salesperson who may not have the best interests of students in mind.

Lack of expertise: A trained resource person needs to be available to set up the equipment, fix malfunctions when they occur, and, most importantly, train teachers and tutors in the use of the computer. This resource person also needs to keep up with what is happening in not only computer technology but also adult literacy to keep equipment up- graded and materials current.

Lack of training : Unfortunately when program adminis- trators decide to adopt technology, especially computers for instruction, usually the first consideration is hardware and then software. Only after those decisions are made does the realization come that teachers and tutors need to be trained. Instead of training being the first step, it is often an afterthought when the "miracles" of modern technology don't happen automatically.

Inappropriate instruction : Most computer software is designed for children. However, it may be used with adults with adaptations and care in the way it is presented. Many of the instructional games can be used if the graphics are not too obviously childish. Many software programs offer the option of being "customized" to vocabulary and content that is appropriate to adults. As more funding is becoming

available for adult instructional programming, vendors are producing more appropriate materials. Adult educators need to be proactive in making the needs of their students known to vendors.

Curriculum integration: It takes time for any innovation to be adapted and adopted in a local program. Similarly, use of a new technology, such as computers, is often viewed as a special event rather than part of the ongoing curriculum. Teachers must become so familiar with the instructional materials offered via the computer that these materials can become part of the instructional choices routinely available to students. When a teacher says to the student "It's 10 o'clock - time to use the computer," the technology is not being integrated into the student's learning program. In contrast, when a teacher is able to say "Here's a computer program that will give you additional practice in antonyms which you have been studying," the computer becomes a tool that fits in with the rest of the student's instructional program.

Role changes: When students use computers, and have control over their personal learning agendas, they become more independent, even self-actualizing. Sometimes teach- ers and tutors feel displaced by the technology. Especially tutors who derive satisfaction from one-to-one instruction may feel resistant to using computer technology which seems to replace them. Their role has changed; it is not any less important, but different. Training can overcome these feelings of displacement and give tutors a viable and impor- tant role in instruction (Bixler & Askov, 1988).

Questions to Ask Yourself in Adopting Technology Having considered the advantages and disadvantages

of using computers in instruction, the following questions are offered to help correctional educators who decide to adopt instructional technology. These questions are best considered before purchases are made.

Who is the target population? Planning is easier if the target group is well defined. For example, you may decide to begin your use of computers with beginning adult readers who are native speakers of English - or with GED students. Focusing on one target group at a time allows computers to be introduced gradually and energies channeled in one area. Staff training can also occur gradually; lessons learned with one target group can benefit another.

What is the purpose in using instructional technology? The purpose should be clearly stated in the beginning so that all - administrators, teachers, tutors - have similar expectations. The purpose may be to serve more students in a literacy program. Or the purpose may be to increase test scores - or raise adults' levels of competence in functional tasks - or the purpose may be to offer options in instruction. A common understanding of the purpose leads to similar expectations of outcomes on the part of all involved in program planning.

What is the teacher /tutor' s role in using computers? Training for teachers and tutors can ease the transition from traditional instruction to the use of computers. These individuals need to anticipate changes in their roles so that

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they can take best advantage of technology. Rather than viewing technology as replacing the teacher or tutor, they should see it positively as a tool to enable them to serve more adults more effectively. It can also free up a teacher to enable him/her to help individuals even within the context of group instruction.

Technology can enable a tutor to work with more than one student at a time, allowing for possibilities of group support within the context of an individual tutorial situ- ation. For tutors who are paid, such as inmate or peer tutors, familiarity and use of technology ought to be re- quired as part of their job description. In fact, in several Minnesota correctional facilities it has become a status symbol to be employed as a tutor, requiring a minimum educational competence and completion of training. (The training conducted by a teacher includes use of computers and selection of appropriate software for the learner.) Volun- teer tutors, whether inmates or from the community, also ought to be well trained in the uses of computers so that the technology can become an integral part of instruction.

Is a teacher creation option important? A creative teacher or tutor may want the option of being able to tailor instruc- tion to the needs and interests of the individual student. Bixler & Askov ( 1 988) describe how volunteer tutors were able to create vocabulary lessons geared to the job-prepara- tion needs of displaced homemakers enrolled in a literacy council's basic skills program until they were qualified to enter a job-training program. Askov & Clark (in preparation) have analyzed existing commercial materials to determine which ones may be customized for adults and which offer mini-authoring systems. Teacher creation options can give teachers and tutors viable and important roles in the use of computers.

What are the program's long-term technology goals? Is the purchase of a computer or video player viewed as a single purchase or as one step in a series of purchases? A strategic plan for purchasing hardware over a period of time makes sense. This planning process also should build in system- atic training as elements of new technology are added to an existing instructional system.

What are the trauiing needs? Who among the staff or volunteers are knowledgeable in the use of the technology? Are there training resources outside the program, such as in the state department of education, which can be tapped for help with training? Some training may be available as part of ongoing staff development efforts. Another source of' training may be available from the vendor. Training needs and resources should be carefully considered before a purchase.

Where will the technology be located? Not only must space be available, but it must be conducive to appropriate use. A computer program that employs voice synthesis, buzzers, and so forth must be located so that it does not disturb other students; or it must have the option of headphones or turning off sound. Remodeling, if necessary, should take place before the equipment arrives; those costs need to be considered in making a purchase.

What are the security considerations in using comput-

ers? Security should be another consideration in using any kind of technology. Not only should the equipment be kept in a secure place, but also the software and other peripher- als, such as a mouse used on some computers. Copyright infringement is also possible if inmates are allowed to copy disks. Some maximum security facilities do not allow the use of floppy disks; the sharp edge is viewed as a possible weapon. The solution is to use a networked hard disk system that allows inmates access to instruction even in maximum security areas.

Another problem that has to be considered is data disk storage so that inmates cannot see files that belong to other people (not only students but also teachers). Access to a modem should be carefully monitored - or perhaps not allowed - since an inmate with the right software and knowledge could enter major databases and even alter prison sentences!

What ongoing service is available? Maintenance agree- ments should be carefully checked to ensure that routine maintenance and repair are available. A trained staff member or volunteer can do certain types of routine main- tenance and fix minor problems. The possibility of "loaner" machines during major repair work should be checked in advance.

Resources In response to the great needs for communication and

training, the Gannett Foundation has been funding the Adult Literacy Technology Project, a national communica- tion and training network for adult literacy educators. A quarterly newsletter provides indepth analyses of uses of technology as well as tracks evolving technology with its possible applications to adult literacy. An annual confer- ence encourages sharing of best practices and establishing informal networks in addition to having hands-on experi- ences with the best software and hardware available. An annual software evaluation guide assists adult educators in identifying appropriate software available for various com- puters. Software programs available and appropriate for adult literacy programs are described; evaluations are based on responses from not only teachers and tutors but also students using the various software programs.

The Adult Literacy and Technology Project also offers regionally based and specially trained Technology Consult- ants who provide grassroots assistance to programs in their regions. A training package of four videotapes and manuals is available to assist in training efforts. These provide a good orientation to the use of various forms of technology, including computers, in adult literacy programs.

Conclusion With all these considerations and cautions, the reader

may be wondering why correctional educators choose to use instructional technology. While technology does necessitate extensive training for staff and volunteers, that training has positive effects. Not only does technology offer possibilities for staff revitalization, but also additional training provides necessary staff development. Most importantly, adoption of

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VOLUME 4 1 , ISSUE 2, JUNE 1990 JOURNAL OF CORRECTIONAL EDUCATION

instructional technology forces teachers and administra- tors to rethink what they are doing; it requires that they review the whole curriculum to determine how instructional technology best fits (see also, Papagiannis et al., 1987). Periodic review of curriculum makes sense anyway to ensure that instructional goals are still realistic and appro- priate.

Another veiy compelling reason for using computers is the impact on students. Askov & Brown ( 1 988) report a new- found sense of empowerment and control over learning that was expressed especially by the least able readers. Not only are teachers revitalized, but so are students. The positive effects of instructional technology do no appear to be due to novelty alone; students' attendance records in a community literacy center are reported to improve with use of comput- ers (Turner & Stockdill, 1987). This enhanced self-esteem is essential not only for learning literacy skills but also surviv- ing "on the outside." Correctional educators often report that this sense of empowerment leads to an enhanced self- esteem which also may result in the inmate learning to assume and accept responsibility - certainly, a worthwhile goal for correctional education.

Using instructional technology makes learning to read an acceptable process for a low literate adult. Learning even some rudimentary computer literacy skills, such as begin- ning word processing, gives the adult learner some familiar- ity with modern technology that eases him/her into job training and breaks down barriers to using modern daily applications of technology in the community such as bank machines. This ability to grasp and use modern technology gives the adult learner access to the tools of modern society not only for instruction in basic skills but also for daily living.

Instructional technology also helps prepare the inmate for the modern workplace. Upon release the inmate does not feel as if s/he has been bypassed by society; instead s/he is better prepared to enter a training program or work. Inmates who have served as tutors can also include on resumes the skills acquired in prison as part of the tutoring process. In more than one situation the knowledge of the computer plus the experience as a tutor has led to employment on the outside.

The needs of inmates are numerous and complex. Tremendous demands are placed on correctional facilities to accomplish what has usually not been provided in the larger world, namely, a successful educational experience. The desire of the authors has been to share the potential of technology, not as a panacea for the difficult literacy issues confronting those in correctional facilities; rather, technol- ogy represents a significant educational opportunity that should be included in any quality correctional education program.

References Askov, E. N. (1986). Evaluation of computer courseware

for adult beginning reading instruction in a correc- tional setting (Final Report). University Park; Insti- tute for the Study of Adult Literacy, Penn State Univer-

sity. Askov, E. N. & Brown, E.J. (1988). Attitudes of adult literacy

students and their teachers toward computers for instruction; before and after use. Yearbook of the American Reading Forum. Muncie, IN; Ball State University.

Askov, E. N. & Clark, C. J. Using computers in workforce education programs. Journal of Reading (submitted).

Askov, E. N., Maclay, C. M. & Bixler, B. (1987). Penn State Adult Literacy Courseware: Impact on parents and children (Final Report). University Park; Institute for the Study of Adult Literacy, Penn State University.

Askov, E. N. & Turner, T. (1989). Using computers for teaching basic skills to adults. Lifelong Learning, 12(6), 28-31.

Bixler, B. & Askov, E. N. (1988). Use of computer-assisted instruction with displaced workers and volunteer tutors (Final Report). University Park; Institute for the Study of Adult Literacy, Penn State University.

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Education Research, 53(4), 445- 459.

Lewis, L. H. (1988). Adults and computer anxiety; Fact or fiction? Lifelong Learning, 11(8), 5-8, 12.

Maclay, C. M. & Askov, E. N. (1987). Computer-aided instruction for Mom and Dad. Issues in Science and Technology, 4(1), 88-92.

Maclay, C. M. & Askov, E. N. (1988). Computers and adult beginning readers; An intergenerational study. Life- long Learning, 11(8), 23-25, 28.

Papagiannis, G. J., Douglas, C., Williamson, N. & LeMon, R. (1987). Information technology and education: Implications for theory, research, and practice. Ottawa, Canada; International Development Research Centre.

Turkle, S. (1984). The second self. New York;. Simon & Schuster.

Turner, T. C. (1988). An overview of computers in adult literacy programs. Lifelong Learning, 11(8), 9-13.

Turner, T. C. & Stockdill, S. H. (Eds.) (1987). The Technol- ogy for Literacy Project evaluation. St. Paul, MN; St. Paul Foundation.

Biographical Sketches

Dr. Eunice N. Askov, Professor of Education, serves as director of the Institute for the Study of Adult Literacy at The Pennsylvania State University

Dr. Terilyn C. Turner is Assistant Director of St. Paul Public Schools and former director of the Technol- ogy for Literacy Center in St. Paul.

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