Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gBGEtUX20090; Mon, 16 Dec 2002 09:55:30 -0500 (EST) Date: Mon, 16 Dec 2002 09:55:30 -0500 (EST) Message-Id: <67.4b2dec5.2b2f42a2@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: MDREWHOHN@aol.com To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:3838] Re: using computers for adult literacy education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 107 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2701 Lines: 48 This posting is to supplement David Rosen's reply about using computers for adult literacy instruction. As David points out, computer use is promoted through three avenues: 1. Students and teachers learning computer basics -- keyboard, commands, printing etc. 2. Use of instructional software (for example, Rosetta Stone for ESOL students, math blaster for all) to supplement and enhance classroom instruction. Instructional software is sometimes also used for students on waiting lists for classes and/or in conjunction with distance learning programs. 3. Learning to use computer software tools such as word processing, spreadsheets, data bases etc. as well learning to use email and the internet. The key is that computer use is connected to instruction for some other purposeful acitivity and is not an end in itself. An example of a purposeful activity is the use of computers by (Adult) Student Heath Teams. In Massachusetts we have speciality funding for programs to integrate health education through a peer leadership model. The Student Health Teams develop health programs in collaboration with community health services that are focused on the health needs and concern of the adult students in the program. The Student Health Teams also work with teachers to integrate health content into instruction. In doing this work, the Student Health Teams use computers a lot -- by having hotmail email accounts so they can communicate with each other, their facilitator, and with community health folks. They also undertake internet searching to find health information and learn to critically access the validity and reliability of the information foiund on the various health web sites. Computers have been a valuable aid in carrying out the health projects. I facilitate a health team in a city an hour from my work site so I am not available to health team members on an on-going basis. We rely on email for our communications as well as for finding health information. We can search the internet (critically) for information, access the material resources at the Prevention Centers, communicate with specialty health organizations to name only a few uses -- and interchange information among ourselves. Computers, then, are critical to our work. We also use other technology aids such as digital cameras (a lot), video, software to convert newsprint notes to word text, and word processing to develop health brochures and other written materials for the students. Technology overall facilitates and enhances our work. Marcia Drew Hohn, Director System for Adult Basic Education Support 45 Franklin St., Lawrence, MA 01840 978-738-7301
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