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 j1FHILC07027; Tue, 15 Feb 2005 12:18:21 -0500 (EST) Date: Tue, 15 Feb 2005 12:18:21 -0500 (EST) Message-Id: <42302FAA@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:1955] Integrating Computer Technology discussion X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 8095 Lines: 206 Hi All, There's a great discussion on NIFL-Technology about Integrating Computer Technology in the ABE Classroom, with Liz Dillon-Marable as a guest moderator. I know many of us enjoyed a discussion of this topic (and of her research) last fall on NIFL-AALPD. To continue that discussion with Liz, you can subscribe to NIFL-Technology by visiting: http://www.nifl.gov/lincs/discussions/nifl-technology/subscribe_nifl-technology.html I hope to see you there! Best, Jackie Jackie Taylor List Moderator NIFL-AALPD jataylor@utk.edu >===== Original Message From nifl-technology@nifl.gov ===== Four or five years ago as many of you know I co-founded a program named LEAP with a colleague. We seamlessly integrated technology into the classroom for this adult population. However, it wasn't only computer technology--we looked at it through a technology enhanced language learning approach rather than a straight CALL. The classes were content based. An example is our beginning class watched the movie Pauli (about a Parrot), students looked up about parrots on the Internet, the different types etc. and then using English they read each other the steps to putting a mobile together. Our advanced class watched First Monday in October (the fictional story (then) of a woman on the supreme court), looked up about the court cases, and argued a case in front of the class. These days though I teach a content based grad class at CCNY where students learn how to parallel (I'm tired) incorporate language skills into content or content skills with language. Most if not all haven't a clue how to use technology and say that their schools in the Bronx have one or two computers only. Even a vcr is difficult to get. I think we forget that we have a digital divide, even here. Tommy Tommy B. McDonell Doctoral Candidate, Steinhardt School of Education tbr202@nyu.edu Adjunct, Marymount Manhattan College Adjunct, City College of New York-Graduate Education H: 212-929-6768, before 10PM F: 212-929-1129 ----- Original Message ----- From: "Mariann Fedele" <mariannf@lacnyc.org> To: "Multiple recipients of list" <nifl-technology@literacy.nifl.gov> Sent: Monday, February 14, 2005 5:08 PM Subject: [NIFL-TECHNOLOGY:3425] RE: Seamlessness > Thanks Carol and Marian for your additions to this discussion. > Do others on the list have examples form your classroom or from > observation? > > For my own part, I worked in a profesional development capacity with a > really great NYC dept. of Ed. instructor who teaches an intermediate ESOL > class in the Bronx. She wanted to do a classroom autobiography project > with > her students. She had been doing this type of project for years with her > students which included: research, writing, interviews and oral > presentation. She had recently had five PCs put into her classroom and > wanted to use them more. As part of their autobiographies she had students > do interviews with family members using email in addition to the phone or > face-to-face interviewing. She had students use the internet to do > research > (for example, finding a map or graphic of their home country) and had them > put the final product for presentation take the form of a Powerpoint slide > show about their life. In my observation of her class she had students use > any number of resources that were available to them and worked with > students on building their technology skills in relationship to meeting > their project and learning goals. > > Best, > Mariann > > At 03:53 PM 2/14/2005 -0500, you wrote: >>I believe that we have some examples of seamlessness occurring in our >>ABE/GED >>classes. For example, I observed a teacher doing a group lesson on >>fractions. >>After the lecture and completion of a worksheet, the students moved to the >>back of the classroom to a bank of computers. At the computers the >>students >>worked in instructional software on a fractions unit, and then moved onto >>the >>Internet to a website which reinforced those skills. Later the students >>reconvened and played a card game which involved the fractions. The >>integration of technology was "seamless". Different learning styles were >>accommodated by the different teaching techniques and activities. >> >>Carol Donovan, Instructional Specialist >>Calvert County Adult Education >>4105 Old Town Road >>Huntingtown, MD 20639 >>(410) 535-7385 >> >> >> >> >>-----Original Message----- >>From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov] On Behalf >>Of >>Marian Thacher >>Sent: Monday, February 14, 2005 3:42 PM >>To: Multiple recipients of list >>Subject: [NIFL-TECHNOLOGY:3423] Seamlessness >> >>Hi Liz, >> >>I appreciate the opportunity to discuss your findings with you - you get >>to the heart of what we are really about, those of us who believe that >>technology integration is an important direction in meeting the needs of >>our learners. >> >>I want to respond to your question about examples of seamlessness. At OTAN >>we have been making an attempt to document good examples of technology >>integration by videotaping them. Some examples are posted at >>http://www.otan.us/Itap/index.cfm?fuseaction=videogallery >>Click on the image to go to the actual video. >> >>The first example is from an ABE class, where the students are learning >>time management skills by making a calendar and putting important dates on >>it as well as dates of personal importance like doctor appointments and >>birthdays. The teacher begins with a whole group brainstorm activity to >>set the framework for the lesson, and to come up with some important dates >>in February. The students then use the Internet to research important >>dates. They come back together as a group to share what the info they have >>gathered, and then go back to the computer using a word processing program >>to actually create their calendar page. To me, this seems like a good >>example of seamlessness. Is this what you have in mind? >> >>Another good example is the fourth one, a beginning ESOL class on making a >>business card. Although this is, in a way, a technology-based lesson, the >>actual time students spend on the computer is relatively small. Most of >>the time is spent learning the language of business cards, learning the >>steps in the process of making the cards, and practicing the language of >>exchanging business cards. But the computer activity is a crucial element, >>actually creating and printing the students' individual business cards. I >>like this example because it includes whole group, small group and >>individual activities, and also demonstrates use of an interactive >>whiteboard along with computers. >> >>Marian >>~~~~~~~~~~~~~~~~~~~~~~~~ >>Marian Thacher, Coordinator of Technology Projects >>Outreach and Technical Assistance Network >>Sacramento, CA >>(916) 228-2597 >>mthacher@otan.us >>www.otan.us >> >> >>nifl-technology@nifl.gov writes: >>>Hello everyone, >><snip> >>> >>>I would like to conduct the first part of this >>>discussion around those four areas and explore >>>practices that you believe are indicators of these >>>characteristics. Specifically, I'd like you to >>>describe learning activities that you practice in your >>>classroom - or that you have seen in someone else's >>>classroom - that capture the these four attributes of >>>optimal computer technology integration. We can begin >>>with the attribute of seamlessness. >>> >> >>>Can you describe a classroom in which you observed >>>learners moving easily between computer-based >>>instruction and other forms of instruction. What did >>>you observe? How did you determine that what you >>>observed was indeed the seamless use of computer >>>technology? >>> >>>Seamless - There is easy movement between >>>computer-based instruction and other forms of >>>instruction. >>>Thanks, >>>Liz >> >> >> >> > > > > Mariann Fedele > Coordinator of Professional Development, > Literacy Assistance Center > Moderator, > NIFL Technology and Literacy Discussion List > 32 Broadway 10th Floor > New York, New York 10004 > 212-803-3325 > mariannf@lacnyc.org > www.lacnyc.org > >
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