Community Impact
Program design and delivery in the venues residents already use.
Cities & Counties
Stronger communities start with digital confidence.
BTATL partners with cities and counties to help residents build practical technology skills, safer digital habits, and greater independence through structured community programs designed for real-world use.
What gets in the way
- Digital-inclusion funding often buys devices or connectivity, then assumes the skills will follow. They usually do not.
- One-off workshops feel productive and change very little, because there is no continuation between the session and everyday life.
- Residents who most need the help are the least likely to self-select into a technology class.
- Councils are asked to demonstrate outcomes, but attendance counts are not outcomes.
What we bring to it
The parts of the BTATL ecosystem that apply here, and what each one does for this audience.
Talk Tech With Chet
The teaching itself: structured cohorts covering practical digital life skills.
Ask Chet
Continued support between and after sessions.
180Angles
Plain-language scam guidance for residents and their families.
PARLEN
An emerging framework for measuring resident digital confidence. In development; not an adopted standard.
What an engagement looks like
The South Fulton pilot
BTATL partnered with the City of South Fulton Parks & Recreation Department on a structured senior digital-confidence pilot: two community cohorts, practical smartphone, email, video-call, online-safety, app, and city-service learning, with pre- and post-program assessment and a final survey. Reported results are on the case-study page, with their limits stated.
What you receive
- Program design shaped around the population and venue
- Structured cohorts delivered in the community
- Practical curriculum including online safety and city services
- Participant materials in plain language
- A written report at the end of the program
Measurement and reporting
- Self-reported confidence before and after, across the assessed skills
- Participation and completion
- Participant ratings and recommendation rate
- A written report distinguishing self-reported confidence from objective knowledge data
Boundaries and requirements
What we will not claim, and what has to be true for this to work. We would rather be clear now than impressive now.
- We report self-reported confidence as self-reported confidence. We do not present it as an objective competence measure.
- In the South Fulton pilot the objective knowledge score did not increase — it remained 11.95 out of 12, consistent with a ceiling effect. We say so rather than omitting it.
- Outcomes depend on recruitment and attendance, which are usually shaped by the partner's reach into the community.
- The PARLEN is in development. It is not a nationally recognized standard and should not be procured as one.
Let's find out whether this fits.
Tell us what you are trying to accomplish and we will be straight about whether we are the right people for it.