Preparing Learners for Problem

Solving in a Technology-Rich

Environment

An Overview

1

Introduction The 2014 PIAAC survey identified Problem Solving within a Technology-Rich Environment (PS-TRE) as a

skill that is critical for full participation in modern society. But what does this mean and why is it now

critical?

Problem Solving within a Technology Rich Environment (PS-TRE) is defined in the PIAAC survey as:

"Using digital technology, communication tools, and networks to acquire and evaluate information,

communicate with others, and perform practical tasks."

The core characteristic of problem solving is that it cannot be achieved through routine actions (PIAAC

Expert Group in Problem Solving in Technology Rich Environments-2009). Full participation in a digitally

enhanced society means moving beyond routine and repetitive digital tasks and integrating these

computer literacy skills with deeper and more abstract problem solving skills (Lazonder & Rouet, 2008).

This is not a new concept and it doesn’t discount the fact that some problem solving can be achieved

through non- digital means, however, discussion papers such as Menial no More: A discussion paper on

Advancing our Workforce through Digital Skills by Essential Skills Ontario (2011) backs up the idea that

for those with the goal of employment or apprenticeship, digital skills are required and in many cases,

pre-requisites for many jobs. Jobs once considered menial and low skill now require a much greater

understanding and use of digital technology.

Digital technologies have evolved significantly over the past 10 years and computer literacy as routine

tasks is no longer sufficient in the work-place. Being able to draw on a variety of digital tools and skills

to help solve a problem or achieve a goal is essential. Because of this, basic computer literacy is the

minimum entry requirement to being able to problem solve within an ever growing digital landscape.

The Ontario Adult Literacy Curriculum Framework (OALCF) lends well to integration of competencies

with digital use and gives practitioners the freedom to structure activities and tasks in a way that

supports integration of competencies.

The dilemma for Literacy and Basic Skills programs is how to articulate to the lowest common

denominator when providing activities that integrate reading and writing competencies with digital use,

particularly in group settings.

2

Use Digital Technology Sample Tasks and Activities available for download on AlphaPlus’s website

exemplify how the OALCF can be used to structure activities that support the lower level learners, but

with modification can support competencies and outcomes across all levels. Ways that activities can be

leveled as appropriate for individual learners include (OECD 2012) :

● Considering the context

● Adjusting complexity, including the steps and number of digital skills required

● Developing a well-defined vs ill-defined problem. A well-defined problem would be for lower

level learners.

One example of an activity from the Use Digital Technology Sample Tasks and Activities is: Use a job

listing website to identify job openings. The activity provides step by step instructions on how to

identify web elements, how to perform a search and exactly what words or web elements to look for.

Depending on the learner’s reading and writing level and their ease with the internet and searching, the

focus and outcome for the learner is going to be different. As reading and writing levels increase and

web search and basic web skills are more familiar, the learner’s focus can shift to solving problems using

the skills and knowledge that they have acquired. For practitioners this means posing a problem or

question and allowing the learner to draw on the skills and knowledge they have to solve the problem or

achieve a desired outcome.

For lower levels the question/problem may be:

You are looking for a job site that does not require you to register or pay a fee for use. Search for a site

and bookmark one that meets your criteria.

Some learners will need the step by step instructions, with word and web element prompts but as the

learner progresses, the problem will have more steps and less direct instruction.

You are looking for a job site that does not require you to register or pay a fee for use and that has job

postings in your area.

Search for a site and bookmark one or more that meets your criteria

And for those who are ready, a more complex ask with a less defined path. PS-TRE tasks are more likely

to be geared toward OALCF level 3 as they:

● Require multiple steps to complete

● Require the use of a wide range of skills and options and

● Have many options to complete and may not have a set procedure

You are looking for a job site that does not require you to pay a fee for use.

Search for a site and bookmark one or more that meets your criteria and send/save a couple of job

postings that you want to go back to later.

Take note of the information that you will need to apply for a job on this site

3

Digital Tools and Technologies for Employment Related Goals

Section D of the OALCF outlines Digital Use as a core competency, however, the list of digital skills and

knowledge required changes as needs, trends and technical innovations particularly in the workplace

evolve. The following list of computer skills and knowledge are relevant and timely and should be

considered prerequisites for learners who are working toward employment goals. While skills required

for jobs will very, for example, the technical/digital skills required for retail work will be different than

the technical/digital skills required for carpentry, the skills covered in this list are transferable and

constitute a baseline for skill acquisition.

PS-TRE requires foundational computer (ICT) skills, particularly in the areas of mouse, keyboard, digital

displays, awareness of how the computer environment is structured; files, folders, hyperlinks, menus,

and how to interact effectively with digital information; save, delete, open, close, submit, send.

Functions commonly found in the technology of email, web pages and spreadsheets. (IES, 2013) These

skills constitute the core aspect of the PIAAC PS-TRE assessment and represent the bulk of skills and

knowledge listed below.

The device themselves are generally not important, as skills are transferable across devices. However,

older devices may not have all the capabilities of newer devices (newer devices, being less than 3 years

old). This is also the case for software versions, such as web browsers.

This list is not static and it will continue to change as the technologies and skills considered mainstream

evolve.

Support links to the right of each tool and skill can be used by both learners and practitioners to

familiarize themselves with the basic skills.

4

Basic Computer Skills

Tool Skills Support

Cyber Security Assess when and where to

provide personal information

online

http://mediasmarts.ca/cyber-security

Keyword: cyber security, online

security

Devices

Desktop/Laptop Computer basics http://www.gcflearnfree.org/comput

erbasics

Keyword: computer basics

Troubleshooting http://pcsupport.about.com/od/fixth

eproblem/

Keyword: computer troubleshooting,

hardware troubleshooting, software

troubleshooting

Commands/Functions mac shortcut keys

http://support.apple.com/en-

us/HT201236

windows shortcut keys

http://support.microsoft.com/kb/126

449

Keyword: shortcut keys

Keyboarding http://www.goodtyping.com/default.

htm

Keyword: keyboarding, typing

Mouse Skills http://www.pbclibrary.org/mousing/i

5

ntro.htm

Keyword: mouse skills

Mobile phone/ smart

phone

Make a call

http://www.gcflearnfree.org/devices

Keyword: cell phone how to

Add a contact to an address book

Text message

Take a picture

Download an app

Tablet/ PDA Navigate and understand use To see how tablets and PDAs are being

used in jobs

http://abclifeliteracy.ca/files/Menial_

no_more_ESO.pdf

Keyword: menial no more

6

Software/Applications

Tool Skills Support

File Management and Sharing

File management Search for files

Set up folders

Manage documents

Move/delete documents

windows

http://windows.microsoft.com/en-

CA/windows-8/files-folders-windows-

explorer

Keyword: windows explorer

Dropbox Upload files

Set up folders

Share files

Internet based file sharing

www.dropbox.com

Keyword: dropbox

Web Browsers for accessing the Internet

Internet Explorer,

Chrome, Safari, firefox

Download browser

Navigate

Internet Basics

http://www.gcflearnfree.org/internet

Keyword: browser how to

Search Engines

Google, Bing, MSN Search

Bookmark

Search skills

http://www.google.ca/insidesearch/s

earcheducation/

Evaluating online information

http://www.gcflearnfree.org/searchb

etter/module/4

Keyword: search skills

Email

G-mail, Hotmail,

Outlook, webmail

Sign up for an account

Email basics

http://www.gcflearnfree.org/emailba

7

Compose an email

Send

Read

Reply

sics

Setting up an email account Sample

Activity

http://alphaplus.ca/en/oalcf/use-

digital-technology-instructional-

resources.html

Keyword: email basics

Working Documents

Excel- Spreadsheet Create

Edit

Save

http://www.gcflearnfree.org/office20

10

Keyword: excel, spreadsheet

Word- Document Create

Edit

Save

http://www.gcflearnfree.org/office20

10

Keyword: MS word

Power Point-

Presentation

Create

Edit

Save

http://www.gcflearnfree.org/office20

10

Keyword: powerpoint

Access- database Create tables and forms

Edit

Save

http://www.gcflearnfree.org/access2

013

Keyword: MS access

Google Drive:Cloud

based working

documents

Create

Edit

Save

http://www.gcflearnfree.org/office20

10

Keyword: Google Drive

8

GPS

Google Maps

Bing Maps

MapQuest

Download app

(tablet/smartpone)

Search for a location

determine distance from one

location to another

Get directions from one location

to another

Google Map help

https://support.google.com/maps/?h

l=en#topic=3092425

Sample Activities

http://alphaplus.ca/en/oalcf/use-

digital-technology-instructional-

resources.html

Keyword: GPS how to

Video/podcasts

Youtube Search for a topic or specific

video

Play

Pause

Stop

Save location

Getting started with Youtube

https://support.google.com/youtube

/?hl=en#topic=4489102

Keyword: getting started Youtube

Social Media

Etiquette Understand what an Acceptable

Use Policy is

Keyword: social media etiquette,

acceptable use policy

Facebook Sign up

Search and “friend” people or

businesses you want to connect

Facebook- get started

https://www.facebook.com/help/467

610326601639/

9

with

Post a message

Comment

Manage privacy settings

Keyword: getting started Facebook

Twitter Sign up

Search and “follow” people or

businesses/organizations you

want to follow

Post a message

Comment

Manage privacy settings

Getting started with Twitter

https://support.twitter.com/articles/

215585-getting-started-with-twitter

Keyword: getting started Twitter

10

Digital Skills: Resources for Practitioners

Use Digital Technology Sample Tasks and Activities

http://alphaplus.ca/en/oalcf/use-digital-technology-instructional-resources.html

E-Learning on the Goal Paths

http://alphaplus.ca/en/e-bulletins/719.html

Digital Essential Skills in Action Workshops- Sign up through AlphaPlus

http://alphaplus.ca/en/news/news/759.html

Menial no More: A discussion paper on Advancing our Workforce through Digital Skills

http://abclifeliteracy.ca/files/Menial_no_more_ESO.pdf

Top 100 tools for learning 2014

http://c4lpt.co.uk/top100tools/

11

Employment Related PS-TRE Sample Tasks

According to the PIAAC (2014) report, for successfully problem solve within a technology rich

environment, people must be able to:

Analyze the various requirements of a task or problem

Set up appropriate goals and plans

Monitor their progress through the task until the task purposes are achieved or problems

solved.

This requires not only planning of actions, but choosing the appropriate technology to support each

action. While there are a number of considerations for PS-TRE, the three core dimensions of PS-TRE are:

The task or problem statement

The technologies through which the problem solving is conducted

The process by which the problem is solved

(PIAAC Expert Group in Problem Solving in Technology Rich Environments-2009)

The following PS-TRE sample tasks have been developed to introduce learners and practitioners to the

concept of problem solving within a technology rich environment (PS-TRE).

How do these sample PS-TRE tasks align with the OALCF?

These sample tasks are aligned with the OALCF in that they demonstrate a task-based approach, where

goal related tasks and learning activities reflect actual real world use and purposes and reflect a

learner’s needs and interests and that demonstrate that they can achieve desired results by drawing on

their own toolbox of digital technologies and mental processes. The steps below outline a process

whereby a learner can demonstrate progress. The process is not necessarily linear and may be repeated

or revised until the desired outcome is achieved.

To note:

The tasks below are specific to employment and apprenticeship goal paths but are applicable

across a number of goal paths and competencies. While some of the sample tasks may help

learners prepare for performance of a milestone, they are not designed to provide a direct

connection to a milestone.

Problem solving is the primary objective but choosing the right tool to get the job done is part of

a successful PS-TRE task assignment, this may or may not be a digital tool.

Tasks are not technology specific but should be achievable with hardware and software

accessible to most learners.

12

Sample Tasks See accompanying documents for the actual activities including practitioner resources

Task Level Goal Path OALCF Competency

Job Search

Level 1

Level 2

Level 3

Employment A. Find and use Information

D. Use Digital Technology

File Sharing

Level 1

Level 2

Level 3

Employment

A. Find and use Information

C. Understand and Use Numbers

D. Use Digital Technology

Data Sort

Level 1

Level 2

Level 3

Employment

A. Find and use Information

B. Communicate Ideas and Information

D. Use Digital Technology

Finding

Directions/Distance

Level 1

Level 2

Level 3

Employment

A. Find and use Information

C. Understand and Use Numbers

D. Use Digital Technology

Inventory

Level 1

Level 2

Level 3

Employment

A. Find and use Information

B. Communicate Ideas and Information

C. Understand and Use Numbers

D. Use Digital Technology

13

References

Brigid Hayes (2014) Layperson’s Guide to PIAAC (http://brigidhayes.files.wordpress.com/2014/09/brigid-

hayes-speech-centre-for-family-literacy-sept-29-2014-with-slides.pdf)

National Center for Education Statistics, Sample PS-TRE Tasks

http://nces.ed.gov/surveys/piaac/sample_pstre.asp

http://nces.ed.gov/surveys/piaac/problem-solving.asp

OECD (2013) Technical Report of the Survey of Adult Skills (PIAAC), Pre-Publication copy

OECD (2012) Literacy, Numeracy and Problem Solving in Technology- Rich Environments: Framework for

the OECD Survey of Adult Skills.

OECD Skills survey, Sample PS-TRE Tasks

http://www.oecd.org/site/piaac/Problem%20Solving%20in%20TRE%20Sample%20Items.pdf

Ontario Literacy Coalition (2011) Menial no More: A Discussion Paper on Advancing our Workforce

through Digital Skills http://abclifeliteracy.ca/files/Menial_no_more_ESO.pdf

PIAAC Expert Group in Problem Solving in Technology- Rich Environments (2009), PIAAC Problem Solving

in Technology-Rich Environments: A Conceptual Framework, OECD Education Working Papers, No. 36,

OECD Publishing. http://dx.doi.org/10.1787/220262483674

Teknimedia, PS-TRE Background Information

http://www.teknimedia.com/Docs/PST-RE_Background.pdf