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 i8TChD810116; Wed, 29 Sep 2004 08:43:13 -0400 (EDT) Date: Wed, 29 Sep 2004 08:43:13 -0400 (EDT) Message-Id: <005a01c4a621$6436efb0$2500a8c0@DDQPYT21> 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: "Art LaChance" <arthur@ellijay.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1598] Re: Integrating computer technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1409 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 6945 Lines: 201 Yes and we've seen the same issues in trying to utilize "sophisticated" software as you mention in para two below. Adults in the low reading levels have great difficulty becoming engaged in programs that are tedious and accompanied by excessive button pushing to achieve any sort of goal, to progress through a lesson or move from one lesson to another. Several years ago I participated in a project in GA where about ten practitioners reviewed every piece of computer based curriculum we could get our hands on. Took days and days for us to look at it all. The point being that after only a short time, all I had to do was spend maybe five minutes on a program and I could see clearly how disorganized it was. Might be pretty but basically non-functional due to the overdone navigation procedures within the program. BUT - there are several very useful programs available that are written very well and therefore are quite effective in terms of student progress over time. art Art LaChance Gilmer Learning Center Ellijay, GA ----- Original Message ----- From: "jataylor" <jataylor@utk.edu> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Tuesday, September 28, 2004 6:33 PM Subject: [NIFL-AALPD:1593] Re: Integrating computer technology > Hello Art, David, Sally, and all, > Art, I believe David's response accurately describes what was intended with > the question. Yes, using computer technology to deliver ABE curriculum is the > type of integration to which I refer and what Dillon-Marable investigates. In > addition to what you wrote below, what I mean by integrating computer > technology might include some teaching of basic computer literacy skills as > David noted, or using it to compliment other instructional and professional > development strategies as Sally wrote. > > In fact, what motivated Dillon-Marable's study was the frustrations she heard > from practitioners while she was developing a curriculum for technology use -- > frustration with integrating computer technology into adult basic and literacy > education. She writes that many times she observed programs where computer > systems and sophisticated software packages were underused or not used at all. > > To expand a bit on the question I posted here: > What does full integration of computer technology in adult literacy education > look like? > > What are some characteristics or common practices of integrating computer > technology into the classroom? > > Do others have additional opinions one way or another about integrating > computers in the classroom and/or in instruction? How is it compatible with > your instructional philosophies (or not)? > > More to come, > > Jackie > > > > > > > >===== Original Message From nifl-aalpd@nifl.gov ===== > >David, > > > >We use three primary programs to cover zero grade level through GED > >including ESL. Computers serve several purposes for us. > >One issue is that we are very limited in numbers of teaching staff, and add > >to that a wide range of demand skill-wise during any particular day. But > >most important from my personal perspective is the removal of judgement and > >confrontation from the curriculum activity that a "teacher" presents to an > >adult student, especially in the lower basic skill ranges. In addition, > >computer curriculum provides a venue where mulitple students can sit right > >next to each other and all be functioning in different levels on different > >subjects and nobody knows what or where the others are in relation to > >themselves, which solves in most part the peer pressure part of the > >judgement issue. > > > >Naturally we have teachers immediately available and provide individual > >help, counseling, and assigments to/for class-room based activities, but we > >follow the rule to immediately address and solve the student's anxiety first > >and foremost. Computers help us do that. > > > >We find that students who have absolutely no experience working with > >computers adjust easily to the programming because they are user friendly in > >terms of the student not having to deal with time issues and the fact that > >they don't have to be able to type 300 words a minute. > > > >I could go on but I feel like I'm preaching to the choir here and I was just > >looking for clarification on what exactly Jackie was referencing. > > > >Thanks, > > > >art > > > > > >----- Original Message ----- > >From: "David Rosen" <djrosen@comcast.net> > >To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> > >Sent: Tuesday, September 28, 2004 3:46 PM > >Subject: [NIFL-AALPD:1588] Re: Integrating computer technology > > > > > >> Hi Art, and others, > >> > >> To some extent integrating technology in adult literacy includes > >> teaching basic computer literacy skills -- what I call computer comfort > >> and competence -- but probably does not include teaching > >> computer-related job skills (computer-assisted design, A Plus > >> certification, using spreadsheets in business contexts, etc) -- unless > >> of course your program also has a job skills training program which > >> includes these. > >> > >> Why do you feel exceptionally strong about delivering basic skills > >> through computers? (Do you mean using computer-assisted instruction?) > >> And if this were fully integrated in your program (perhaps it is) what > >> would/does it look like? > >> > >> David > >> > >> David J. Rosen > >> djrosen@comcast.net > >> > >> > >> On Tuesday, September 28, 2004, at 03:32 PM, Art LaChance wrote: > >> > >> > Jackie, > >> > > >> > Exactly what does this mean ? Teaching computer technology in adult > >> > lit > >> > classes OR using computer technology to deliver ABE curriculum ? > >> > > >> > We depend on computer curriculum for basic skill delivery and I have > >> > exceptionally strong feelings of support for doing so and would like > >> > to see > >> > Ms Dillon-Marable's interpretation. > >> > > >> > art > >> > > >> > > >> > Art LaChance > >> > Gilmer Learning Center > >> > Ellijay, GA > >> > > >> > > >> > ----- Original Message ----- > >> > From: "jataylor" <jataylor@utk.edu> > >> > To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> > >> > Sent: Tuesday, September 28, 2004 2:24 PM > >> > Subject: [NIFL-AALPD:1586] Integrating computer technology > >> > > >> > > >> >> Hello Everyone! > >> >> > >> >> I have a resource I would like to share with you. According to our > >> > colleague, > >> >> David Rosen, Elizabeth Dillon-Marable, at the University of Georgia, > >> >> has > >> > an > >> >> interesting description in her Ph.D. dissertation of the > >> >> characteristics > >> > of > >> >> computer technology integration in adult literacy education. I'll > >> >> post the > >> >> reference here, but first, what does this look like for you? > >> >> > >> >> Best, > >> >> Jackie > >> >> > >> >> Jackie Taylor > >> >> List Moderator > >> >> NIFL-AALPD > >> >> > >> > > >> >
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