Incorporating Computer Technology Skills into Interpretation Courses of Wisconsin-Stevens Point

Abstract

Computer technology has become infused with many aspects of our society, and the interpretation profession is no exception. The University of Wisconsin-Stevens Point is one of the top training institutions for environmental education and interpretation. However, since no technology training is currently required for this program, many students are graduating without the technology skills they need if they are to succeed in the field. The goal of this project is to develop technology facilities and course modules that will improve a student's interpretive technique and enhance the efficiency of their work. To achieve this goal, several objectives were designed to guide the project. 1. Technology skills important to the field of interpretation were identified for training course modules. 2. The researcher oversaw the construction of a modem computer lab in the Schmeeckle Reserve Visitor Center. 3. Interpretive technology was taught as two training modules. For the "digital presentation" module, students completed a series of take-home tutorials and assignments to learn PowerPoint skills. A lab session was developed for the "desktop publishing" module, which involved tutorials and personal instruction covering page layout and graphic editing basics. 4. Five focus group sessions were conducted with students to analyze the effectiveness of the technology training in both modules. 5. Finally, e-mail surveys were sent to professional interpreters and supervisors to determine how computers were being used in the field, and which technology skills they believed to be most important. The results of the focus group confirmed that the tutorials were effective teaching tools in both modules. Students that received the training felt more comfortable and empowered using technology skills. However, students in the digital presentation module recommended a more comprehensive training in graphics, sound, and traditional slideshow methods. Students in the desktop publishing module liked the combination of tutorials and personal instruction, but believed that more training sessions were necessary to reinforce the skills. Specific to the interpretation computer lab, students recommended the addition of more computers and longer hours to accommodate their schedules. The results of the interpreter surveys have revealed a definite need to concentrate more teaching effort on desktop publishing, the most valuable skill to future employers. In addition, students should be required to have competencies in basic computer skills before taking the interpretive technology training. Website design skills are becoming more important in the field and should be incorporated into future training. Finally, students must understand that technology is only a means to an end, and not the end in itself.