Starting out
At the beginning of the project I had reasonable word processing skills, and was dabbling at home with e-mail and browsing. In the early stages, I also completed a PubliIr course. I was interested in NLT in the classroom as a concept, but a little overwhelmed by its mysteries.

I attended a NLT workshop (just prior to the start of this project) and saw that technology was being used extensively and imaginatively in a range of educational settings. The presenters were wildly enthusiastic about various applications, particularly 'virtual campus', and I recognised they had every reason to be so. I caught some of their passion for MOOing, creating home pages, joining mailing lists, newsgroups, doing effective searches. I could see the potential, but was put off by my lack of knowledge, and doubted that much of it was relevant to my particular ALBE students. Even after hours and hours of checking out sites and being impressed by the ways in which students were using NLT, I was hesitant. Negative factors - minimal expertise, limited equipment, the students' literacy levels and the attitudes of many of them to technology - hung heavily.

Without the impetus of this project, it is likely I would have retreated from the computer, back into my books, and therefore missed a great adventure. What puId me on, apart from the formal commitment to participate, was the belief new technologies are a reality, and they should not be the exclusive domain of a few; that as many of us as possible should explore them so we can then choose whether or not to access them.

Introducing NLT
Initially, I fumbled about, uncertain of what to do, desperate for inspiration. I wanted to find a way that opened up this new territory, but did not impact the confidence and self-esteem of the students. I needed to feel comfortable, as well. The cautious approach was to plan a unit of study and then consider how to use technology as an adjunct; attach it, rather than focus on it. So that's what I did: developed an Aboriginal history and culture project which included web sites to visit, print-outs of text from those sites, CD Rom, video, as well as the usual handouts/exercises, excursion, guest speaker. My intention was to publish the results of the students' learning on a web site (where, and by whom, I wasn't sure!)

In the early days, it did not take much to unsettle me: planning to use the computer and finding it was not on-line; unable to connect due to a busy line; managing a split group when students used the computers at the back of the house. As a consequence, I was forced to be flexible, always with a fallback plan. I accepted that a lot of pre-session work needed to be done, so that students could see the possibilities immediately and could participate successfully, without feeling threatened.

While it was important for them to know that technology and hitches go together, I was concerned to keep our time in class productive. I wanted enough knowledge and back up to minimise my own discomfort, as well! This is where the training sessions with the other project teachers and Mex made the difference. As I developed my own skills, I learnt to pre-empt some mishaps, and to use my commonsense to find solutions to others. But it took a LONG time. Importantly, I also expanded my view of how to make the most meaningful use of NLT for my students.

The waterId for me was learning HTML basics. HTML is a snazzy tool for classroom learning, a manageable step into an amazing world. By using HTML to set up a Home Page, one can establish a solid framework for students to develop reading and writing skills in new and motivating ways. It preserves elements of classroom practice that students value (active participation; acknowledging their prior experience; demonstration of tasks/skills; group, pair and individual activities; sequential steps; high level teacher support; relaxed environment). It also challenges and broadens perspective and, in our case, led to a surge in confidence for most of us. It is not necessary for students to know HTML to begin with: for some though, it has become a wish.

Student Reactions
At the beginning of the project, two students were familiar with the Internet. One of them had used it extensively. The encouraging thing was that although his literacy skills were limited, his computer competence was evident and he was highly motivated to use it as a tool and to share his knowledge. It was a brand new deal for the rest. Some students questioned, in their own way, the validity of NLT in the literacy classroom, but it had less to do with an educational position, than a lack of confidence when faced with new situations. The computer in the corner of the room certainly seemed to have limited attraction for them, and they expressed scepticism as to its usefulness. They quite understandably pointed to techno jargon and complexity of text as intimidating factors; controlling the mouse and typing were also huge challenges. In the end they simply trusted my judgement, encouraged by the fact that I, too, was a learner, and valued the experiment.

The shift for most of them has been remarkable. The Aboriginal Unit demonstrated what a useful tool the computer can be, particularly when gathering information. Most of them observed this, reluctant to touch the machine themselves, but the fact was readily acknowledged. Once they had e-mail addresses, organised by Lynne and our star student, there began a slow process (not yet complete for all) of becoming familiar with checking and sending messages. Composing clear messages required assistance; it was challenging and time-consuming, but there was a sense that it was a legitimate activity. So demystification of technology continued and confidence grew.

I set up a class Home Page. As is clear from the outline below, it was a fairly structured project. The students enjoyed each step, and seemed to grasp the concepts. There was a new mood. They were pleased to be on the Web and for their personal work to be given a public profile. In fact, several stretched themselves as never before in order to produce writing that satisfied them. Reluctant starters moved closer to the computer to read their oral contributions to the Page; others explored the site independently and made suggestions for change. With assistance, most posted a text of some kind, using Notepad. They watched, listened and had a go - though sometimes it took gentle bullying. Our resident expert gave technical advice and the other students applauded his skills frequently. He demonstrated that using technology was possible for them too.

I would not like to mislead you: there are no brawls or long queues to use the computers. Several students need coaxing - their keyboard and mouse skills inhibit them - but if the task is manageable, and they are reassured, they are usually very pleased with the experience. We have really only begun and now need to consolidate. Fortunately, the students seem equally optimistic and are keen to keep building and reshaping their Home Page.

Language & Literacy Outcomes
Building a class Home Page provided practice in the four literacy domains (CGEA 1-2) and GCO.

It gave students opportunities to:

• create text for a range of purposes: to date, writing for self-expression, practical purposes & knowledge
• experience the complete writing process: planning, drafting, editing
• read and compare texts: their own and others
• be discerning: 'anyone can post anything'
• develop new vocabulary and concepts: 'scroll', 'links', 'click', 'mouse', 'type', 'Net', 'post', 'save'… are now part of their repertoire; some understand WWW, e-mail & have a general awareness of how to construct a Home Page.
• work cooperatively in pairs & groups: to prepare texts, use technology & design activities for posting
• use technology: click on links, scroll; a couple of students can e-mail independently, the rest when helped; with assistance one can use Notepad to make little changes to the Home Page; type text slowly.
• communicate in new ways with the wider world.

Starting Out
My computer skills at the outset were mainly in the area of word-processing which were mainly self-taught on our computer at home. In 1996, I worked with a TCF/TAFE class for a term, as a language support person in a computer class. During this time I began to consider the learning processes and conditions for adult learners confronted with new learning technologies. I had observed my children and husband explore computers and the Internet with apparent ease, but did not have the time nor purpose to fully develop my expertise until I began working on this project.

I recognized that my learning pathway was driven by practical purposes and that I did not have the time to spend simply exploring for myself. Initially, I was a bit resistant in my attitude and found some processes frustrating and time consuming with limited outcomes it seemed.

Introducing NLT into the Classroom
My first encounters with the Internet and those of my class were very much of the 'hit and miss' variety. Some of the things I discovered were interesting and useful and other things were simply frustrating or irrelevant. After the initial training sessions with Mexie, I was apprehensive and excited by turns. I came to work one morning with the intention of looking at The Age website but because of the different configurations of the office computer (Mac) I was left floundering when I could not find what I was looking for. My grasp of basic processes was not always apace with what I wanted to do and so I felt a bit frustrated when things did not work, but at the same time it was good problem solving practice. As I developed in confidence, the incidence of frustration seemed to lessen.

For our first visit to the Carlton Library I took a rather unstructured 'let's look' approach and it highlighted for me the way searching can become a bit aimless when there is so much information to take in and filter out. My students were quite interested in the technology but were not really sure how it was going to be relevant to them.

Mouse and keyboard skills were an issue for some students as much as language skills. One student has problems with his vision and so that the pace at which he worked was slower than others. I came to realize that when introducing new computer skills it is important to acknowledge and consider a range of learning issues particular to the group of students.

In my attempts to make encounters with the Internet as successful for my students as possible, I decided to set up two structured sessions using the Carlton Adult Reading and Writing Program Gateway/Homepage. To encourage independent use of the Internet and to develop keyboard skills, each student was set up with a Hotmail address and encouraged to use it to communicate with the teacher and with other students.

In both of these areas of Internet use, I aimed to develop the students' confidence to use the computer independently and to also develop co-operative learning strategies and problem-solving skills. Risk-taking in trying different approaches and the students seeing me have difficulties, hopefully showed them that it was all part of the learning process when things did not go as planned. Sharing their own knowledge and the excitement of new discoveries was also important.

My Own Process
After our third training session with Mexie, learning about HTML, I recognized a change in my own learning process, in that I was able to problem solve and progress with more confidence. Even so, some things worked for me when I tried at home but other things did not.

Recognizing that I had reached a point of confidence where I knew I would find a way around the problem and, if all else failed, there were others who could help me solve the problem was a significant moment!

Students' Reactions
I think that at times, the students perceived that their learning needs in literacy were more important than their needs in learning the new technologies. This perception made it imperative that learning computer skills was interconnected with language skills. As a teacher it was important to be explicit in acknowledging these connections to keep the students involved in the process. The immediacy and ease of using email was a factor in 'winning over' a couple of students once they started to get responses from others. For a couple of the new students, being thrown onto the Internet was an exciting challenge and for others they began to be excited by the scope and potential of using the technology in different ways.

Student Learning Process

• Establishing what is known
• Computer language and basic concepts
• Demonstration
• High level of assistance
• Medium level of assistance
• Review of processes
• Practice with some assistance
• Independent use
• Instructing others
• One to One demonstration-'Free range'

The first couple of times I showed them the Internet, I was 'driving' the mouse and giving explanations as we went. When we went to the Carlton Library I prepared a structured lesson with quite a high level of assistance. When introducing email, again I gave a high level of assistance at the outset and then enabled them to move at their own pace, giving assistance when required. We spent time reviewing processes and recording the steps in their own words before testing them out. This was a point at which some new students came into the class and so the existing students were able to show them using their own knowledge and experience. The new students were 'thrown in at the deep end' in that I felt they were ready to have a 'free range' on the Internet once I had given them one to one instruction on the basic processes they needed to search the Internet. This proved successful on each occasion as the individual students had a strong interest in the subject of their search and, most importantly, experienced success the first time. Each student is encouraged to check their Hotmail during each class and respond to or send messages which they compose either directly or draft first or else use a template on Word which I then paste into Hotmail. Depending on the current theme in class, students undertake Internet searches with guided support, or else with some assistance as they 'free range'.

Integrating NLT into Curriculum Areas
The main focus of this semester has been Newspapers and the production of a Newsletter. We have looked at other students' writing on the Internet (@lbe Zine#3) and examples of Newsletters from a range of organizations. Sending email has been a way of seeking information, responding to other students' work and communicating with friends. The Internet has been useful in seeking information and looking up areas of interest or current events ( Royal Melbourne Show). Developing NLT skills has been a focus but the students' language skills have been developing in sometimes, surprising ways.

Language and Literacy Outcomes

• Understanding of computer terminology.
• Reading and responding to a range of on-line texts.
• Composing, drafting and editing their own texts, on-line or off-line.
• Conducting a search and reading text to move to other links.
• Using email format to compose communication.

Starting Out
As usual when offered something I said yes to the opportunity to be part of this NLT project while feeling that I was not familiar enough with computers to be taking on this role. Being absent for third term didn't help either. However deep down I wanted to and knew that I would be able to master whatever was involved. I was much slower than the others as getting my health back on track took precedence and I am a slow typist. Also I didn't have any idea of where I was going-an interesting thought on which to reflect from a teaching point of view when faced with students with little formal education.(We're saying to them "Trust me .What I'm teaching you will be useful in your daily lives," though they may have lived happy ,productive lives for many years without formal education.) Also I wondered how this group would cope with understanding the language and concepts associated with the Internet-perhaps in hind sight a reflection of my personal misgivings.

My Own Process
This at first was bewildering and at many times frustrating but I now feel after eight weeks of classroom application and my growing understanding of the implications of confidently using the Internet that it can be exciting, fun and bring a whole new world to my doorstep.

I have written myself a detailed set of instructions for making a simple Home Page. These instructions will be useful in the future for my students and colleagues who are new to the Net. My new found confidence is spurring me on to master all the skills necessary to become a confident Internet user. I must add that it is a very time consuming process.

To be able to use Sarah Tartakover's (a fellow teacher at Fitzroy Learning Network) CD ROM-Internet For Absolute Beginners-as a starting point for introducing my students to the computer\Internet was a great help.

Many times along the way I felt frustrated as my own pathway was unclear (life in microcosm).So how could I possibly provide clear guidance for my students.

Following on from group discussions I found that I had to clarify the project leaders' input in my mind, in my own way,and practice using the technology myself several times before I could proceed to teach the students. This was an essential part of building my confidence so that I could impart this knowledge to my students.

Detailed lesson planning is necessary in the initial stages of introducing NLT in the classroom as "hiccups" are bound to happen when using computers.Having another more experienced person on hand is also very helpful when you are starting out- to call on for help during a lesson or to discuss issues with later.

Classroom Process (Eight week time span)
At my venue there four computers connected to the Internet. However as they were in constant use by other classes there was usually only one or two computers available. We had access of 1 - 2 hours per week.

I decided to use another staff member's (Sarah Tartakover) CD Rom "Internet for Absolute Beginners" (http://home.vicnet.net.au/~fitznet/cdrom.htm) as an introductory device as four students had never used a computer before. The CD Rom covered - An Introduction to Computers, Sending An E-Mail, Using the Internet, Shutting Down the Computer.

For the sessions using the CD Rom the students were grouped around one or two computers with one student using each keyboard. The students on the "edges" tended to lose concentration if they were not encouraged to pay attention. (Not surprising considering the size of the group.) The CD Rom has an audio component which was very helpful particularly for the slower paced learners with very low literacy skills.

One session when we had access to the four computers, the students were able to work in twos or threes. This session was naturally more hands on for the students. The students demonstrated great co-operative learning strategies when they were faced with a real situation where difficulties/miscommunication had to be overcome.

To note the way the students organized themselves into groups was interesting. The two Hmong students worked together - the audio component of the CD Rom being particularly helpful for them. They were able to pick out the key words needed to follow the instructions on the screen- the audio component reinforcing the recognition of on screen written text.

The one student who had a computer at home became a leader in her group of three. The eight different nationalities in the class made communication in English essential but natural.

The students showed no reluctance in using computers - they welcomed the opportunity. They grasped the concept of e-mail and the Internet surprisingly quickly. I printed the e-mail screen and they were able to write an e-mail in class and send it to me. We talked about the necessity of exact copying of e-mail addresses - another opportunity to develop discriminatory skills which are essential for people from a low educational background if they are to recognize and produce written text.

We looked at other Fitzroy students' web pages and read them together. As these web pages had photographs of the particular student the web pages' authors were instantly recognizable making the text more meaningful. The students willingness to try NLT surprised and delighted me. Their enthusiasm for computing showed they truly want to be part of mainstream education and have the ability with a competent teacher to achieve this goal. No matter what the age or educational background of a student it was demonstrated to me that all students are capable of success.

Making to with either one or two computers is valuable. The students were generally patient though the sessions where four computers were available the students naturally had more hands on involvement and learnt more quickly. Though the computers are in another room this does not have to be a particular disadvantage as lessons can be planned around time tabled access.

Relating NLT to the CSWE
My students were working in Level 1 of the Certificate of Spoken and Written English.The skills needed to use NLT fit in very neatly with the competencies and the performance criteria of the CSWE. Below are some of the many examples I discovered.

• Competency 1. follows teacher instructions, participates in a range of learning activities
• Competency 2. manipulates implements for text production e.g. cursor, mouse , keyboard, uses equipment in the learning environment
• Competency 3. identifies specific information as required (listening to the CD ROM and carrying out the required instructions)
• Competency 5. Can request information\goods using spoken language - Student could ask "How do I access the Internet?" "How can I find ....Web page?"
• Competency 6. Can tell a short recount - student could recount how to send an e-mail.
• Competency 8. Can read simple written instructions - following the instructions of the CD ROM 'Internet for Absolute Beginners'

However since taking on this project I feel far more settled and appreciate the learning opportunities for students that are available in a venue such as a neighbourhood house.There is much opportunity for flexibity in a small venue.

On reflection I should I have paired myself with another teacher in the group so that the skills acquisition needed to understand more fully the working of the Internet and its application in the classroom would have been quicker.

Though I took extensive notes at group meetings I often missed out on steps which lead to frustration and much time was spent on the computer going nowhere. I really had no idea where I was going at the start and it is only now in the concluding stages of this project that I feel I know what questions to ask to clarify a particular point. However the situation of knowing what questions to ask in a new situation crops up in any new undertaking. You need some input before you can recognize where you need to expand/clarify your knowledge/concepts.

When I knew the steps involved in making a Web page I wrote out a step by step set of instructions for myself as an easy referral tool. I intend to do this for each function. I will then be able to share this with colleagues and my students.

In the future I will ensure that I organize my students' access to the computers in a more profitable way. This comes about from my feeling much more secure in my own ability to lead them competently. Next year I am hopeful that I will be able to enlist the help of an Australian student who wants to be able to use the Internet. Her knowledge of English will place her in a learner/ mentor role giving her skills which can be added to her resume and give the ESL students another native speaker with whom to converse.

Margaret Hanrahan

Starting Out
I had been using a word processor for many years for essay writing and student handouts but in a simple format. When I inadvertently created a problem I was rarely able to solve it. I had used a number of CALL programmes with my classes at the TAFE for over a year. I had used the digital camera extensively and produced booklets using the photos.

I had not used the internet though I lived in household where others used it and talked about it. I had heard it spoken of and understood the concept of how it worked.

I felt quite positive towards many aspects of computers though could easily become frustrated and then negative especially because I could rarely get myself out of a difficulty.

Initially we did not have any access to the internet computer at the neighbourhood house. In the second term we were able to use the one in the office (where 2 workers worked) and we were all crammed around the one computer. We visited a very well resourced internet lab at Co-As-It where the classes were taken by an Italian speaker. We also visited the local library where we used 2 internet computers.

I did all my preparation on my computer at home. Initially the class visited my home and used my computer. The resources, or lack thereof, had a marked affect on how the classes were taken as the visits and the transport were often booked a week or two ahead and so the technology dictated the lesson rather than the other way around, which is far preferable. We were learning to use the technology rather than using the technology to learn English.

Teacher's Process
I really learnt completely as I went along, In fact I was often learning in the classroom with the students - or more exactly learning what things did not work and how things could go wrong. Often I told the students they would be doing something next week and then had to learn how to do it. I do not recommend this approach, though with the other pressures on my time this was probably on only way it could have been done.

Internet Searching
As I said earlier, a lot of the order in which things were experienced was beyond my control.

I showed them a copy of BTN that I had got off the internet at home. Students used a CALL programme to help with mouse skills. I showed them how to visit the site of a newspaper in Italy. (Done at my home.) Students watched while another teacher demonstrated the above at a internet lab. Students them were taken through the steps with each student having a computer of their own. They then did searches (usually done by the 2 teachers) about places they were interested in on a computer that had been set up for them.

They then visited sites given to them on their own topics of interest but where the teacher had done the searches for them at home. They then composed their homepages, with most of the typing and coding done by me. They visited the sites of their homepage and the links I had made. They sent emails.

Future Directions
Using searching to find out more information about texts we use in the classroom when we have an internet computer in the classroom; in other words class or other students that they had visited in person

Integrating NLT into curriculum areas
This was not done very successfully because of the facilities. If there was an internet computer in the classroom than this would be easy. Whenever the students had a discussion or used a text of any kind they could do a search about the topic. This would mean that their would be a gradual learning from first the teacher showing what was possible with some students just reading the result. Next the teacher would have done the search to find the address and possibly bookmark it so students could easily access it. In time some students would learn how to search independently possibly in pairs and so in time all the students would either be able to do a search or at least know what occasions a search would be helpful and than get someone else to do it for them. (Like some people can drive cars, others can call taxis to go where they want and others can fix cars while others can make them. It is up to the students to decide how much they want to access the internet.) At each stage students would have to critically evaluate the value of the internet information once found and in the summaries to find the best text.


Language and Literacy Outcomes

Students were happier to do the writing than they usually were to just write for me but not significantly.

One student whose writing had not been published as she had not been coming to class (and I knew she would not be back for a while) was put out that her writing had not been published on the net. in fact I had left it to last and had run out of time. I suspect that having their writing published on the net was more significant to them than I had expected.