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 i8TILj818139; Wed, 29 Sep 2004 14:21:46 -0400 (EDT) Date: Wed, 29 Sep 2004 14:21:46 -0400 (EDT) Message-Id: <00df01c4a650$b4eaae90$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:1611] 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: 5239 Lines: 140 Steve, Please don't confuse the red wheels issue with attractively presented programming. Very difficult to explain but if you review many of the available computer based curricula you'll see what I refer to. In some cases the programmers attempt to utilize all of the graphics elements available and it ultimately gets tiring for the operator to sit through. It's apparent to me that it takes great skill to develop a workable curriculum or teaching vehicle that a marginally literate adult will volunteer to sit in on and make progress without mentally tiring of the flashing lights, so to speak. Those also become a novelty, and boring in their own right. Additionally, something that keeps the student's mind active and provides timely positive feedback is essential. Sitting and reading page after page without activity or feedback is exceptionally limiting in terms of acquiring and maintaining student's attention. >From our perspective it would be very difficult to tell if the lack of continuous participation and/or motivation stems from the curriculum delivery or from other life issues that adults must attend to. Priorities change with the wind. Our purpose is to create an environment that encourages them to return when that wind blows them by the door again. art ----- Original Message ----- From: "Steve Quann" <steve_quann@worlded.org> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Wednesday, September 29, 2004 12:05 PM Subject: [NIFL-AALPD:1608] Re: Integrating computer technology > Hi all, > Let me say right off that I like software and feel that it definitely > can play an important role in our work. For instance, some research has > shown that it is especially helpful for vocabulary development and is > particularly indicated for individualized needs and where repition is > helpful. (A teacher can't be expected to do it all .) > > What I am interested in finding out is how long students stay motivated > once the intial enthusiasm wears off. ( And the "red wheels" that are > meant to keep one's interest level going "go flat.") It has been my > experience with Rosetta, which I also like very much. Perhaps the other > software mentioned do keep folks motivated. > > Comments for others ? Is there anything about this in the dissertation? > > Steve Quann > World Education > NCSALL/NELRC > > Steve Quann > NCSALL and NELRC > World Education > 44 Farnsworth Street > Boston, MA > 617.482.9485 > > >>> arthur@ellijay.com 09/29/04 10:05 AM >>> > hmmm looks like Pandora's box here Andrea. > > For the mid range ABE/ASE students we got real attached to the '93 > version > of basic Plato for reading math and language skills, primarily due to > the > low degree of complexity and logical arrangement. It's setup to provide > small steps in skill building followed by small 'mastery' testing (5 > ques), > with appropriate visual feedback for successful completion. We find it > exceptionally effective for the part time student and especially those > who > are only able to spend an hour or two per day in class. Plato's range > of > applicability is 4th grade level reading comprehension and better. > > For the nonreader to around middle 4th grade (TABE referenced) we use > Language Tune-up Kit, affectionally known as LTK. It's Orton-Gillingham > based. The beauty of this is the simplicity of usage for the student. > Symbology is used for navigation while visual cues are accompanied by > auditory instructions. It's strength lies in the auditory, visual, and > haptic combination of student involvement. > > For ESL/ELP etc, we use Rosetta Stone. We also use Rosetta Stone for > low > level readers. Rosetta is visual, auditory, and haptic all rolled into > one > also. Photograph quality pictures of daily life accompanied by short > three > word sentences all the way up to three and four sentence paragraphs on > CD > #2. Plus variability of delivery modes for instruction; groupings of > four > photos accompanied by verbal with no print, print with no verbal, > student > input via voice w/playback, and/or typing. Student can read to the > computer > then play their voice back and self correct as they go. This has > replaced > the Golden Book sequencing we were talking about here recently. > > Most important I guess is combination of simplicity and effectiveness. > Low > degree of "red wheels". Red wheels look pretty but may not have a thing > to > do with effectiveness. So the question becomes what does the student > really > need, red wheels or simple dimple direct to the point skill building. > Red > wheels also provide visual confusion and various degrees of distraction > away > from the goal of progressive and specific memory engram building. > > art > > > > > ----- Original Message ----- > From: <AWilder106@aol.com> > To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> > Sent: Wednesday, September 29, 2004 9:01 AM > Subject: [NIFL-AALPD:1599] Re: Integrating computer technology > > > > Art, > > > > What programs have worked well for you, and why? What is it they do > that > others don't do? In your view, what are the most important elements in > a > good program? > > > > Thanks. > > > > andrea > >
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