Technical learning

Women are also developing approaches to learning about the technologies themselves, using a variety of strategies that go beyond the "read this, do that" orientation of manuals and instructional materials. They are encouraging mentoring and providing supportive groups for those new to technology, offering varying levels of informal information sharing tailored to the learner's level of comfort, competence and interest.

Organizations such as Web Network and publications such as Women' space here in Canada provide support to community development groups and other advocacy groups so that their online experience will work and work to their advantage. Providing good technical instruction involves the instructor working with the groups to determine baseline needs and translating those needs into instructional guidance using plain language. The goal is to help individuals and groups articulate their communications needs.

Web Network then works with the group to devise innovative, appropriate technical solutions, trains the groups in the use of the technology and provides support materials and follow up support to meet the needs. This kind of training is an essential component of access. As stated by one interviewee: "having an account isn't access" or as another put it, "a perfectly good system was in place and it wasn't being used". Technical support, like that provided by Web Network's manual, "Web for Women", helps women's groups achieve practical use of communications technologies.

Formal learning

The need to provide support to meet the needs of the learner is echoed in the formal learning sphere. For example, in Australia a National Plan of Action for Women in Technical and Further Education (TAFE), was established in 1992 to address the issues surrounding new technologies focusing on the delivery of training to women. "The power of open learning lies not in the tools-- the technology itself--but in the flexibility and thus the power it places in the hands of learners." A national research project funded by TAFE and the National Plan, found that 'Women students were not daunted by the need to use communication technologies and computers in flexible delivery, [rather the]...concerns...related to limited access and technical services available to support students' use".⁶²

Adult Basic Education and English as a Second Language Programs

In Canada, there are a number of examples of "best practices". For example, people with limited literacy skills in an ABE program are enabled to use computer technology for a variety of learning projects. Their instructor observes that because they are accustomed to using memory and visual cues, people with limited literacy can quickly learn how to use computers for drawing, painting and writing. They can overcome obstacles such as poor handwriting and spelling by using the computer, and produce visually attractive print materials that they can feel good about. Those involved in the program note that mastery of computer skills gives learners a sense of self-esteem and of control over their environment and increased confidence in their ability to continue learning. As students gain mastery, they are also encouraged to go beyond keyboarding skills and to learn about the hardware. Computers can also be put to good advantage for ESL students, enabling them to practice writing skills and learn vocabulary.

Learners can develop confidence, not just by using computers, but by learning how they work. One commentator ensures that learners she works with have opportunities to move, fix, and take apart computers. One of these learners, a young immigrant woman, went on from an ESL program to complete a library science degree at university and then found a job at the local library. One day when the computer broke down, she impressed her colleagues when she opened it up and fixed it, using skills she had learned originally in the ESL program, Both the ABE program and the ESL programs described above adopted some guiding principles which would appear to benefit not only their students, but all students. These were that the program must be appropriate and allow for interaction; that the technology should enhance what the teacher is doing: and that the student and her needs must be the program focus. In other words, the technology is just a tool; it cannot replace the teacher.