Reflecting on the end of the first phase of the IT Navigator project, Program Management Specialist (current Digital Media Instructional Coordinator) Byung Wook Kim remembers the strong enthusiasm of students.

Program Management Specialist, Byung Wook Kim

One of the most memorable parts of the IT Navigator project was “working with students who are passionate about learning,” Kim said.

The project adopts “the train-the-trainers, peer-to-peer learning model,” which is EMBARC’s unique approach to advocate for the refugee community.

“The students’ passion for learning and serving their community is the key for this project,” Kim said.

The first stage of the project, a two-month-long training, commenced in January and concluded in March. The training covered various digital topics and prepared students to become teachers capable of providing classes and educating the community on digital literacy skills. The students are referred to as “IT navigators.” They complete the training ready to navigate the community by identifying and fulfilling various digital needs.

The IT Navigator project began in response to the increased technological needs in the refugee community due to COVID-19. Changes in everyday life from COVID-19 largely require basic digital literacy skills for children to access education, adults to search for jobs and parents to support their children. COVID’s impact on the refugee community was even more detrimental.

“Most refugee families spend their lives in camps and lack access to digital literacy,” Kim said.

Students in the project acquire knowledge in basic computer skills, Internet use, Microsoft Office tools, career search skills and more.

Kim mentioned that many students enrolled because they have a strong goal to support their families and friends.

One of the IT navigators, Pray Meh, said most of her community members have never used computers before. She recognizes the lack of digital access in her community and plans to teach the computer skills she’s learned from the project. “Most of my community has never used computers in their lives. For refugee families, learning computers cannot be their primary priority as their daily routine is already full in regard to learning English and adjusting themselves to a new culture,” Meh said.

Another IT navigator, Za Aung, said most refugee parents aren’t familiar with operating computers and struggle to help their children during remote learning. She emphasized the importance of parents learning to navigate computers and the positive impact it can have on their children.

“Especially during COVID, parents learning how to use computers can help them train and show their children how to use this technology for school. Parents can better understand what their children are doing on social media and the side effects of posting,” Aung said.

As training continued, Kim noticed the gradual confidence of students and their familiarity with computer tools. IT navigators further practiced their self-sufficient knowledge of digital literacy by teaching classes to others in the community.

The project transitioned into the second phase on March 22, where all 15 IT navigators and six teaching assistants collectively planned teaching sessions for clients in the community. They worked together outlining teaching sessions, creating PowerPoint slides, recruiting clients and providing lessons.

Navigators choose the topic they want to teach clients and create a slideshow course of the information they’ve learned about their chosen subject.

Inspired by the importance of the IT Navigator project for families, teaching assistant Steffi Lee found motivation to volunteer. She helped parent navigators select a topic lesson and build powerpoints beneficial for clients working with computers for likely their first time.

”With EMBARC providing this program, I think it helped open the doors to refugees having access to this information and them feeling less intimidated,” Lee said.

EMBARC Social Impact Business Developer, Marina Miller, also assisted in the post-training program and acknowledged the teaching sessions as a way for navigators to understand the material better while spreading knowledge.

“I think the sessions will solidify their understanding of the material and give them the opportunity to connect with more community members through EMBARC and show them what resources are available,” Miller said.

The post-training IT Navigator led classes begin in late April and conclude at the end of May.

“I hope that community members will come to EMBARC more often for learning and to expand their knowledge,” Kim said.

The IT Navigator Project Presents Digital Literacy Classes

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