Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f0PJSA914508; Thu, 25 Jan 2001 14:28:10 -0500 (EST) Date: Thu, 25 Jan 2001 14:28:10 -0500 (EST) Message-Id: <B24038C0D3E160419E320030D92C22DE146401@hobbes.cal.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "MaryAnn Florez" <maryann@cal.org> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5493] Guest speaker on NIFL-Technology List X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 2097 Lines: 50 Emily Hacker, moderator of the NIFL-Technology list has sent me information on an upcoming guest speaker on their list. Mark Warschauer will be joinging the list for a two week period, Monday, February 5 to Friday, February 16 for an open-ended discussion on issues of technology and adult literacy. Mark is currently an Assistant Professor in the Department of Education at the University of California, Irvine. His research interests focus on the impact of new information technologies on language, literacy, culture, and development. He is the author of "E-mail for English Teaching", published in 1995 by TESOL and a revised edition of the above, retitled "Internet for English Teaching", also from TESOL. Further information on his publications and projects is available at his Website at http://www.lll.hawaii.edu/web/faculty/markw/ (soon to be migrated to a new URL at UC Irvine). If you are interested in participating in the discussion, you must be a memeber of the NIFL-Technology discussion list. Please go to http://www.nifl.gov/lincs/discussions/nifl-technology/technology_literac y.html where you can can subscribe to the list. (If you do not want to join the list and participate, you can simply view the archives from this same Web page.) A few questions that Mark has thrown out for consideration include the following: * Are new information & communication technologies (ICT) changing the goals of adult literacy education, i.e., has what it means to be literate changed? * How can we best make use of ICT to help reach adult literacy goals (whether new goals or traditional goals)? * Does ICT only come into play when considering "advanced" literacies, or do we also need to consider ICT for basic literacy students? And if so, how? If you are interested in his articles, to get a sense of his background and approach to integrating technology into instruction, Emily recommends "An Electronic Literacy Approach to Network-Based Language Teaching," by Mark and Heidi Shetzer, online at http://www.newtierra.com/nblt.html. Thanks, MaryAnn NIFL-ESL Moderator
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