Page 31 - Gateways for Early Educators

Gateways for Early Educators
2016
Table 6. Percent of Participants with Computer Skills Before and After Participating in the Training (Yellow indicates the 2 areas with the greatest change for each group.)
BOTH GROUPS
% Change
ENGLISH
% Change
SPANISH
% Change
Computer Skill
BEFORE
AFTER
BEFORE
AFTER
BEFORE
AFTER
I could turn on and shut down a computer
I could use a mouse or touchpad to point, click and double click.
81%
90%
+9%
97%
95%
95%
+2%
63%
51%
86%
+23%
74%
90%
+16%
95%
+0%
86%
+35%
I could use basic keyboard functions.
70%
87%
+17%
95%
95%
+0%
43%
77%
+34%
I could open and enter Word.
54%
75%
+21%
81%
86%
+5%
26%
63%
+37%
I knew how to get to the
internet through a computer/technology.
61%
76%
+15%
84%
84%
+0%
37%
69%
+32%
I had my own personal email address.
78%
86%
+8%
89%
89%
+0%
66%
86%
+20%
I could write and send e- mail messages.
51%
68%
17%
78%
81%
+3%
23%
54%
+41%
I had activated my Early Care and Education Workforce Registry account via e-mail.
25%
61%
+36%
24%
59%
+35%
26%
63%
+59%
Overall, participants reported a positive experience in the computer and technology training and reported change in various computer and technology skills. However, what is evident both through the computer literacy assessment and in the technology trainings is that participants have different computer and technology skills and training needs depending on their primary language. Given this language disparity was also evident during the 2014-2015 program year, providing different levels of training should be considered. Spanish-speaking participants benefited from the level of training offered this program year showing considerable growth in the skills focused on in the trainings and a large percentage of participants benefited from having the Registry be part of the focus. However, English-speaking participants entered the trainings having already honed many of the skills addressed in the training. Given the myriads of potential uses of computer and technology by early childhood educators and in ECE programs, it is recommended that a more advanced training be developed. This would benefit English-speaking participants who already have the basic computer and technology skills offered by the current training and Spanish-speaking participants who are ready to move on to more advanced training.
Research Question 3: How are coaching services delivered and does that differ by agency?
To evaluate access to coaching across the county the goal number of participants coached at each agency and the actual number of participants coached at each agency are presented in Table 7. This is a count of those served between July 2015 and June 2016 because participants enter and exit throughout the year depending on when they complete their goals. There is not a specific entry point like there is in school-based programs. The average number of monthly
21