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Five participants indicated a desire to open an e-mail account and a need to become more familiar with the process. A short comprehensive training session on the e-mail process was set up to assist them with their Internet needs. Two participants well versed in computer training volunteered to set up e-mail accounts and to teach the fundamentals of the process one-on-one. The third method centered around the instructor’s journal file. Prior to start up of the class and throughout the program the instructor took notes on the delivered content, the customized lesson plans and issues around time constraints. Electronic correspondance with workplace education colleagues were printed and added to the journal along with notes from TESL Canada articles on use of e-mail within the context of the classroom. Casual conversations with colleagues related to the program and the research topic were also briefly documented. The issue of addressing the language needs of such a large, multi-level group within such a strict time frame became more apparent. The fourth method included discussion with participants regarding language needs, and how to foster the practice of the content vocabulary in smaller groups. The instructor also reviewed IEOP intake forms to compile a list of participant objectives. Making Sense of the Data After sorting the information, the data was separated into four piles and read over a week period since the class was scheduled to begin shortly after. The piles were classified into the following categories:
Data was reread, selected, utilized and coded.
Data from the discussions with IEOP and EWP colleagues and former EWP and workplace education instructors about the utility of an e-mail component clearly indicated that the use of technology was a viable option in dealing with time constraints. |
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