I was able to complete making the new Password booklets for the ladies in the class. What I created was perfect; it measured 5 x 8 inches and had lettering that was easy to read and spaces large enough for them to write in without much difficulty.  Each sheet had only two entries per page which was ideal so that the information would not get bunched up. We have a laminator so the front and back pages where laminated for durability.  We used the spiral binding machine to make them easy to open and lay flat for putting in entries. The covers were done in three color choices of red, pink, and grey.
 
This whole class session was reserved for explaining how to use the Password book and how to record information correctly in them.  There was a space in the inside for them to put their names and future email addresses. The instructor allowed me to explain how they were to be used and we discussed the information that they needed to record in the alphabetical sections.
 
There was a big discussion on how many of the businesses that they deal with that they had to create passwords for and that they had trouble remembering which password they used for what.  These handy Password books will help to eliminate the stress of trying to remember and getting locked out of their bank accounts, phones or computers because they had forgotten the password they used.  In one instance a member of the class family gave her a laptop and put a password on it that she no longer remembered which made the computer useless.  This is so sad.  Families try to help their elderly by buying technology, but they have very little understanding on how exactly they can use it and how to protect themselves from cyber thieves or how best to use them. They find the simplest devices to use, but it may not give them all of the features that they really need. They feel frightened and unsure with something that they feel is too complicated to operate. So rather than get a smart phone they settle for a flip phone. They follow that idea about all forms of technology.  They rather it be an uncomplicated device rather than to use something that will require more knowledge and skill.
 
Our job is to help them to become more knowledgeable and comfortable with technology and be able to use it to enhance their lives. By changing their metacognitive knowledge base they will be comfortable adding to their knowledge of technology. John Flavell (1979) defined “metacognitive knowledge as characterized by a combination of information that will be effective in achieving the goals of a task.”  These cognitive experiences can alter a person’s metacognitive knowledge base.
 
Already they are surprising their families when they talk because they know little pieces of technological terminology and have a clear understanding of how to use them. Such as: what is a firewall and how it works; what the letters “html” (hypertext markup language) “http” (hypertext transfer protocol) stands for in an internet address, what does “.org, .net, .edu, .com, .cc, and .gov” all mean.  Along with how to make a web “shortcut,” what is the “ribbon,” and what does it contain or what is meant by “pin” and how is it used to fix the menus to the top of the page so they won’t keep moving.
 
This is just a small sample of some of the many questions that they have learned the answer to since starting this class. They are finally beginning to feel empowered with bits of knowledge that makes them feel capable.
 
References: 
E, Griffith, P. L., & Ruan, J. (2005). What Is Metacognition and what should be its role in literacy instruction? In S. Israel, Metacognition in literacy learning (pp. 3-17). Mahwah: Lawrence Erlbaum Associates.
 
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.

We finally got administrative rights so that the instructor could troubleshoot some of the many problems in the network.  Because all the computers are ready access to all residents and guest they have problems relating to multiple users who think they know how to do any manner of things to computers.  This in itself causes problems for those who are learning the correct way to use the computers and who want to practice. The other users do things that cause the machines to be inoperable.

The instructor had a day off from her regular job and spend it cleaning up the bios and other parts of the network.  It took hours of work and she discovered that they did not have an active Virus protection so that they would be safe while surfing the internet.  This is very important to protect the network from viruses that are often found while surfing through other sites.

In this class session the focus was on reading and understanding the Word document site and maneuvering through the toolbars. The instructor went through each area of the standard toolbar and all of its features. The buttons we discussed were text-formatting commands; built-in menus category; and each category to the tools menu.

Again, there was excitement in learning what each section meant and what each button was capable of doing.  We heard comments like: “I always wondered about that? I was afraid to try that? Wow, that’s what that’s for?” More giggles as they discovered more things. When questions was asked to check for understanding they surprised themselves by their own answers and was pleased to realized that more stuff was sticking than they thought. They were beginning to answer questions with confidence and to realize that they had progressed further than they first believed possible.

Questions came up about keeping up with passwords for current accounts that they had that required that for access.  So our next problem to solve was to make sure they had a password book. We have no budget for things like that but it is something they need to have among the other tools needed to operate their computers. Our next venture was to figure out a way for each participant to have and maintain a password book.