Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h382OuU12537; Mon, 7 Apr 2003 22:24:56 -0400 (EDT) Date: Mon, 7 Apr 2003 22:24:56 -0400 (EDT) Message-Id: <3E9F35C9@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:127] from Duren, positionality, technology, and bias X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: WebMail (Hydra) SMTP v3.61.08 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 5483 Lines: 95 (The following is a post from Duren Thompson. Please read on! Thanks, Jackie) Bonnie: I am so glad that you brought up technology in this discussion of isms! Bonnie and Debby - I'd like to add a facet to this discussion that incorporates technology's effects on positionality in the AE classroom and AE staff development. Here are a few of the "questions" I have in mind: 1) The "Digital divide" - declared "closed" by the federal government (little or no future funding for this issue), still exists - those without access to computers, the internet, or adequate training continue to fall further and further behind. Many of these folks are highly represented in our AE classrooms. Particular "groups" that often need technological assistance include "the elderly," "low literacy adults & teens," "underprivileged adults & teens" & "low-literacy non-English speakers" - of all races, genders, orientations, etc. Oh - and let me add one more "adult literacy practitioners." Often our instructors are ill-equipped to deliver the technological assistance to these learners - and/or need such assistance themselves. This can lead to frustration and "positions taken" regarding technology as a whole. Some AE Instructors can and do take the position that technology is a nuisance, hindrance, and waste of time. This of course creates its own positionality issues. How do we "encourage" these instructors to overcome *their* fears - even to *attend* technology related staff development? THEN - how do we assist them to help Adult learners to overcome their "biases" to technology? (Some statements I have heard include, "It's just a fad," "I won't need that before I die," "Technology is just the government trying to control us," and "Computers are of the devil.") 2) Literacy - as a word - is often translated to 'reading" in the public's mind. We focus SO much on the importance of reading in literacy classrooms - and rightly so. Yet, many of the skills we teach students are not useful in using a computer. Designed to be graphical and auditorily appealing, software and web sites don't follow many common reading "rules." You don't start at the upper left hand corner of a web page and read all the way to the right, drop down a line and repeat - web sites aren't organized in that way! Are we, as educators, accidentally teaching our students literacy skills that won't translate into the next decade? Are we "baising" them towards print media? This carries over into writing as well - you no longer need to spell "out of your head" - now you must be able to recognize the correct word from a list of similarly spelled words OR be able to recognize homonyms or incorrect word usage - all due to spell check. Is our very *curriculum* creating an anti-technolgy bias? 3) Everybody knows how to use a paper and pencil, a pen, a pencil sharpener, etc. We don't have special instructors in these things. Yet we have special "teachers" for "computers." Doe this method of technology instruction have positional implications? 4) Computers are getting faster and faster. When you think about how long it takes to turn a page or write a word, computers can do dozens of things in the blink of an eye! In addition, many of the folks who created computer systems, software, and interfaces have similar thought patterns. I have worked with many students who evidenced confusion and "dyslexia" when faced with the abstraction, speed, and "rationale" of a computer. In Spanish-speaking countries (where language is supposedly simpler), there are fewer students diagnosed with language-based learning disabilities. Is it possible that there could be as yet undiscovered "technology-based" learning disabilities? If so, perhaps this is the basis for many fears, and biases? How do we address this? 5) Lastly, as staff developers, what "image" do we project regarding technology? In the last year, I have seen all of the following: Staff developers - using overheads with nothing but tightly-spaced black print - using Powerpoint presentations that are nothing but tightly spaced print on single color slides - flustered and unable to present because their presentation wouldn't appear on screen - with nothing to present because they couldn't gain internet access - unable to address questions regarding technology resources for or application of their idea or topic - to the point of "brushing it off as unnecessary and/or unimportant. Staff development Planners who - choose conference and workshop venues with little or no support for technology needs. - fail to include technology topics at all - feeling that they are *secondary* to literacy - include technology only as a separate "course" - a "novelty" item for folks to choose amongst many other topics - plan sessions that focus on "learning the technology" - and not "how to integrate technology into teaching practices" - assume because technology sessions were lightly attended the previous year, we don't need them this year - host a "computer lab" without adequate technology support for practitioners wanting to use the lab AND/OR with tech support person who know nothing about adult education and thus cannot answer questions specific to integrating technology into adult education instruction. Gosh - that was a LOT, sorry to lead in like that - perhaps we need to take these one at a time! Duren Thompson Center for Literacy Studies University of Tennessee
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