Session VI - Using a Password Book

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.