The Social Impact of BBBO Training on the Trainers

1
The Social Impact of BBBO Training on the Trainers

• Evaluation of the Empowerment of Youth for
  E-Transformation of Turkey Project
• and Its Social Impact
• by NILÜFER NARLI

2
Aim and Scope of the Research I

• Study applied research
• Aim to evaluate the social impact of the BBBO
  computer literacy education on the human and
  economic development level of those who received
  the training
• Groups in the study 1. voluntary trainers
• 2. students

3
Aim and Scope of the Research II

• Quantitative research data collected by the use
  of interview technique.
• Autobiography method and focus group discussion
  technique are used in Diyarbakir to investigate
  the impact in-depth.

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Aim and Scope of the Research III

• Reports evaluate
• to what extent the BBBO project has reached its
  objectives,
• to what degree its quality and quantity has
  matched the education objectives,
• to what extent and in which direction it has
  created social impact on the trainers and
  students.

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Conceptual Methodological Considerations I

• Social impact is observed and measured by the
  change in the human and economic development of a
  respondent.
• The change is assumed to be created by receiving
  computer education and computer teaching
  training.
• The change in the human and economic development
  was operationalized in terms of the following
  indicators

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Conceptual and Methodological Considerations II

• a change in economic well being of person,
  including finding a job and increased income (the
  change can be measurable in concrete terms or at
  perception level, meaning ones perception of
  herself/himself as more equipped for the job
  market)
• increased level of self confidence
• motivation to learn new things
• urge to teach others
• start using Internet for various purposes other
  than communication and entertainment (utilitarian
  purposes Internet for knowledge and research
  e-business e-learning establishing blog and web
  page etc)
• start using Internet for self employed economic
  activities.

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BBBO Trainers in the Study

• Respondents 78 young volunteer trainers
• From Various provinces of Turkey
• Interview date May 2007
• Venue Istanbul (during National Coordination
  Meeting of the Project)
• AKADEMETRE conducted the interviews and processed
  the data obtained from the formal interviews for
  statistical analysis.

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Socio-Economic Cultural qualities of the
Trainers

• Demographic, socio-economic and socio-cultural
  features of the trainers they largely came from
  lower middle and middle-middle classes.
• They were urban, fairly well educated and
  technologically advanced individuals.
• They had access to conventional and new media
  technologies towards seeking information and
  understanding the debates and critical
  discussions on current issues.

9
Trainers' evaluation of the quality of BBBO
trainers training

• Respondents, who had certain level of knowledge
  of computer programs, often advanced in their
  competency of teaching Windows, Word, Excel,
  Power Point and Outlook as a result of the BBBO
  trainers training.
• Respondents were fairly satisfied with the
  quality of the trainers and their teaching. When
  the satisfaction level was compared for each
  program, the respondents were more satisfied with
  the quality of the computer teaching training for
  Windows, Word, Excel and Power Point. However, in
  learning Outlook, a few of them rated the quality
  of the technical equipment and the desired level
  of access to computer less satisfactory.
• Respondents were fairly satisfied with the
  infrastructure of the computer labs and the
  computers used during training yet several of
  them wished to have more time for application of
  what they learned.
• Following the training, one quarter of the
  respondents gained some experience in teaching
  Windows, Word, and Excel, Power Point and Outlook.

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Trainers' evaluation of the quality of their own
teaching experience

• The respondents frequently did not face any
  difficulty in teaching Windows, Word, and Excel,
  Power Point and Outlook.
• Some respondents had difficulty in teaching Excel
  due to the hardship in learning and teaching
  formulas.
• In teaching, some respondents faced difficulties
  particularly due to
• (I) using several versions of the programs,
• (ii) the lack of Internet access in the teaching
  labs,
• (iii) the limited teaching experience on part of
  the respondent.

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Social Impact Created by the BBBO Training I

• Changes in the respondents perception of how
  their peers and families responded to their level
  of knowledge and social standing after the
  respondents received computer teaching training
  and took part in the BBBO project. Including
• Social impact was visible in the direction of
  enhanced status in the eyes of the peers and
  families.
• The peers and families often saw them as more
  knowledgeable and having higher social standing.
• This feeds self growth, they felt empowered when
  their peers, relatives and families gained more
  confidence in their learning and achieving
  capabilities.

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Social Impact Created by the BBBO Training I

• Positive changes in the personal growth,
  perceived professional prospects and in building
  social network leading to increased self
  confidence. They enjoyed exchanges with new
  people, making new friends. Including
• They developed an urge to strengthen their
  social network for their own intellectual and
  professional growth.
• They became aware of social responsibility
  projects and understood their importance.
• They became more eager to learn computer for
  teaching those living under socio-economically
  disadvantaged conditions.

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Social Impact Created by the BBBO Training II

• The BBBO training had impact on the respondents
  horizon of the use of Internet in the direction
  of widening it.
• The BBBO training initiated many of them to have
  e-mail account, MSN account, to build a blog and
  web page.
• They planed to use Internet for self-employed
  activities and for improving their skills.
• They also wanted to learn more about the use of
  computer and Internet for their own achievement
  and for teaching it to others.
• They value making contribution to the human and
  economic development of their region and of
  Turkey in general.