Why hybrid?

The hybrid model used by Teach By Tech has several advantages for women:

It overcomes barriers of time and travel, which prevent many women from beginning or completing education courses.

It introduces women to new technology and the benefits of mobile phones and digital tools.

It allows women an opportunity for repetition as needed by the individual.

It aids in building a community of women and provides networking opportunities.

 

Programs

Overview

Over the past decade Colorado has become home to over 18,000 refugees. This is one of the many reasons we are proud to call Colorado home. This experience is both terrifying and hope-filled for the families and individuals who are resettled in this great state. Many know little to nothing about Colorado, but each are determined to make the transition and become productive inhabitants of Colorado as they rebuild their lives and attempt to overcome the hardship and tragedy of the past. Newly arriving refugees are offered one-time housing placement assistance. The cash assistance that refugee families receive is limited and bound by time constraints. Refugee families are expected to pay back the cost of their air travel to theUS and become self-sufficient within 42 months (less than 4 years). This can be a very difficult and daunting task.
Colorado is also home for many immigrants from around the world. In 2015, 537,066 immigrants (foreign-born individuals) comprised 9.8 percent of the state’s population. The Colorado community is comprised of 250,879 women, 249,029 men, and 37,158 children who are immigrants. Though many immigrants are coming to America seeking better economic opportunities, many are fleeing persecution and violence in their home countries. We believe everyone deserves the opportunity of a safe and secure life. 
 

ESL Financial Literacy for Refugees and Immigrants

To help aid refugees and immigrants in becoming self-sufficient and productive Colorado inhabitants, Teach By Tech provides ESL financial literacy courses and workshops to ensure that refugees and immigrants have the correct information to make financial decisions and gain confidence and understanding of formal financial institutions. Our 9-week financial literacy courses are taught using a hybrid model (50% in class instruction, 50% instruction via mobile phones). The hybrid model reduces the obstacles of time, cost and travel that impede many newcomers and low-income individuals from seeking further education. Each week, we meet with student for 1.5 hours. Here, we introduce new topics, give clients an opportunity to practice hands-on application of each financial concept and receive feedback from qualified and certified instructors.
In class we cover the followiflmango.jpgng topics: US currency, budgeting, banking, savings, credit, credit history and online banking. Throughout the week we text participants links to custom videos and continued instruction via mobile phones. Videos are designed specifically for adult English language learners with limited education backgrounds. Each video is female-centric, and characters are non-white females to increase representation and inclusion. All videos can be edited and adapted to match the needs of the community we are serving. The videos allow participants to practice and reinforce skills and training at their convenience. 
Our workshops are provided in coordination with our partner organizations. We meet with community partners and members and discuss the specific needs of the community. We then tailor the material to meet those needs.  Workshops are 2-2.5 hours in length.
All our courses have a digital literacy component as we believe this is essential skill for the 21st century. We aim to provide women with concrete support in mastering the 1st three stages of digital literacy: traditional literacy (reading, writing, numeracy), basic mobile literacy (use of voice over phone) and mobile technical literacy (Use of features such as calendar, calculator, camera and text-SMS, in addition to voice). We also aim to introduce and develop competency in participants of stages four and five of digital literacy: Mobile Internet Literacy (Ability to search for content via internet browser and apps and advanced Mobile Internet Literacy (Access, create, navigate, and consume online content on a range of digital devices.
 

ESL Workforce Training- Cashier and Money Handling

This training aims to improve the economic opportunities for adult refugees and immigrants while promoting English language acquisition and digital literacy proficiency. This course uses a hybrid (blended) learning model. Over a 9-week period, participants meet once a week for 2 hours with a qualified instructor. During classes instructors engage students with hands-on application of each aspect of cashier training, practice use of computers and mobile phones and answer questions.
workforce training.jpgOur primary concepts include oral and written communication for cashiers, reading for cashiers, math skills and money handling for a cashier, understanding the Point of Service system, managing time and creating a safer work environment. In addition, students receive a 7-10 minute video texted to their mobile phone each week that presents a concept from class in simplified language using storytelling and graphics in order to reiterate material. This allows students to practice English language terminology specific to the job market and review material at their convenience. All videos are custom created to provide culturally sensitive and inclusive characters. Each is produced in English with subtitles, which aids with English language understanding and development. Within each video mini-assessments/exercises are embedded into each video to promote understanding and interaction with the videos and their content.  Our primary goal is to equip refugees and immigrants with a transferable skill set needed to succeed in the Colorado job market.
 

Business education

The aim of this training is to build skills among women who wish to start or expand small businesses. Each cohort consists of 9-17 women meeting once a week, for 2 ½-3hours over a 12-week period. Workshops cover topics from basic accounting, to savings plan, marketing, business development, customer service and competition. Each session includes real world scenarios and hands on application of concepts. Participants use concepts from workshops to develop business plans for beginning or expanding a business. The business plan must include evaluation of need/competition for goods or service, understanding of accounting and bookkeeping, a marketing plan, justification for pricing of goods in relation to cost of materials and demand, development of a budget and short and long-term goals for the business. Our 12-week business education courses are taught using a hybrid model (50% in class instruction, 50% instruction via mobile phones). The hybrid model reduces the obstacles of time, cost and travel that impede many newcomers and low-income individuals from seeking further education.
Afl class.jpgll of our courses have a digital literacy component as we believe this is essential skill for the 21st century. We aim to provide women with concrete support in mastering the 1st three stages of digital literacy: traditional literacy (reading, writing, numeracy), basic mobile literacy (use of voice over phone) and mobile technical literacy (Use of features such as calendar, calculator, camera and text-SMS, in addition to voice). We also aim to introduce and develop competency in participants of stages four and five of digital literacy: Mobile Internet Literacy (Ability to search for content via internet browser and apps and advanced Mobile Internet Literacy (Access, create, navigate, and consume online content on a range of digital devices.
 

Business Education for Ghanaian Women

An estimated 781 million people aged 15 and over remain illiterate; nearly two thirds of them are women. In many parts of the world, especially the developing world, as girls age their responsibilities increase and their ability to access education decreases. Women are primarily responsible for household chores, water collection, elder and childcare as well as informal sector employment. These as well as cultural norms often deny women education. We have developed a business education curriculum that will overcome the obstacle of time and provide quality education. Our curriculum is offered using a hybrid model. Business education curriculum is delivered 50% in face to face to classes (1 meeting a week) and 50 % via mobile phone instruction. In order to offset the wages lost or household duties halted during the face to face instruction, we offer a meal to participants and offer childcare to participants for children 6 and under. Through our program we have attempted to solve the problems of access, time and obligations that hinder women from engaging in business education.  In our modules, designed specifically for illiterate to semi-literate women, we take women through the process of understanding what is business, to understanding profit/loss to developing marketing to business planning and management.  Women have access to video modules via mobile phones for continued learning and understanding and they receive text messages to engage them in the material and ask questions for clarification. These, both, can be accessed at any time or place allowing the women to participate at times that suit them. By using mobile phones Teach By Tech has solved the problem of connectivity and eased the burden of time allotment.

We are proudly working with students from the IDEA Lab at Red Rocks Community College. These students are developing a prototype of portable, solar powered classroom. This allows us to take the classroom to our female participants and offers the women an opportunity to re-charge their mobile phones at least once a week. This program is developed in partnership and collaboration with the Alliance for African Women Initiative and Dolly Foundation.

Computer skills

computer_pic.jpgIn teaching our financial literacy classes it became clear that our students needed computer skills training. Increasingly, our daily lives involve computers – whether it’s getting money from an ATM, communicating via email/social media or doing computer work at jobs. People need tools to be successful in a high-tech world. Computer literacy skills can enhance employability, and open new avenues of communication, knowledge, information, and entertainment.
Our classes begin with novice computer users. Students are introduced to basic technological vocabulary words, learn basic computer hardware and operating systems and practice proper keyboarding through this program. Students learn how to use a computer for everyday tasks and develop their typing ability. This course then moves beyond computer literacy instruction at the basic level to  include: internet use and safety, email functionality, MicroSoft Word basics, MicroSoft Excel basics, searching for and appyling for jobs online and preparing resumes and CVs. Our instructors lead students through practical experiences, including hands-on computer training and instruction in proper keyboarding techniques. In teaching the 6 to 9-week classes we use the following instructional techniques and methods: Hands-on labs, Simple, step-by-step instructions, Lots of large graphics, real world exercises and repetition.