Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f41DWLf15764; Tue, 1 May 2001 09:32:21 -0400 (EDT) Date: Tue, 1 May 2001 09:32:21 -0400 (EDT) Message-Id: <003f01c0d23e$d3e9e3e0$7b37c8cd@ann> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Ann Haney" <ahaney@mb.sympatico.ca> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:1734] RE: very short content needed for X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: RO Content-Length: 6584 Lines: 170 Hi Tommy, I have been reading this exchange with great interest! For the past four years, I have been teaching basic computer skills to workers (mostly ESL) and found the greatest success when I integrated the lessons (Communication and computer skills). Keyboarding skills and practice with the mouse were part of every class. I created language -writing activities that integrated word processing skills and sentence writing/ vocabulary development etc So, they didn't jump directly into resume writing - instead they developed skills gradually. The drawback here is the preparation time required. As you know I am working on a handbook that will illustrate this process. I am very interested in how things work out for you. Ann ----- Original Message ----- From: "Tommy B. McDonell" <tbr202@nyu.edu> To: "Multiple recipients of list" <nifl-technology@literacy.nifl.gov> Sent: Monday, April 30, 2001 6:09 PM Subject: [NIFL-TECHNOLOGY:1733] RE: very short content needed for > Hi. But you need basic skills such as how to use a mouse etc. prior to doing > anything on a computer. I think while students are learning to use a > language that to have them go straight away to resume skills (which require > their own completely different use of language skills) and job searching, it > is easier for them to have the basics first. Otherwise, I think that they > have a severe cognitive overload. This is somewhat based in part from > readings I've done and lectures, and from teaching students to do it. > > But alas, also some of what I do, is based on the fact that I am not 'queen' > of the curricula here. I am a work per hire or a consultant who is hired in > part to do what has been asked. Not so much by my boss who pays me but by > the people who hired the library to do the training. > > I believe that this would be a better project so to speak, with this group > especially, if there weren't so many chefs trying to create the stew! > > T > > Ms. Tommy B. McDonell > Adjunct, Marymount Manhattan College > Tommy.McDonell@nyu.edu > h:212-358-1233 before 9:30 PM > f:212-358-1230 > > -----Original Message----- > From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov]On > Behalf Of Kathryn DiPietro > Sent: Monday, April 30, 2001 6:32 PM > To: Multiple recipients of list > Subject: [NIFL-TECHNOLOGY:1732] RE: very short content needed for > > > > --------------60DC5EA140FB055B5737F36B > Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; > x-mac-creator="4D4F5353" > Content-Transfer-Encoding: 7bit > > Hi all, > > Tommy, please forgive my assumption that your name was masculine. I > certainly > did not mean to offend you. In regards to the course you are teaching, I am > wondering why teach the basic computer skills to lead up to the creation of > a > resume and job searching. Why not embed the technology skills right in the > task > of creating the resume and searching for a job? This way students will learn > not only the skills, but when to apply them within a context. I do truly > believe that for them to really use the technology in a meaningful way, the > learning needs to be toward a larger purpose i.e. job related for these > folks. > You mentioned you are doing this with a group of seniors as they explore > medical information. I'll be interested to know how it goes. > > I agree with you on this statement, but would modify it just a touch .... > > "Computers and technology are only tools or media for learning. Technology > iteracy is needed, but I prefer to think of it as literacy which is made up > of > reading, writing, listening, speaking, math and the ability to use computers > or > technology" meaningfully. > > Knowing how to use a computer is pointless unless you are doing meaningful > something with it. > > My dissertation relates to the exact thing we are discussing > here...conceptual > learning rooted in relevant experiences. I am using a constructivist > approach > that focuses on teaching pedagogy to help preservice teachers create > multidisciplinary units with lessons support by technology and looking at > teacher's perceptions of their confidence to employ the metholodogy and to > use > the technology to support the methodology. The emphasis is off the > technology > and on teaching methods. I am planning to gathering data this summer. > > I've enjoyed this discussion, > --Kathryn > > > > > > > --------------60DC5EA140FB055B5737F36B > Content-Type: text/html; charset=us-ascii > Content-Transfer-Encoding: 7bit > > <!doctype html public "-//w3c//dtd html 4.0 transitional//en"> > <html> > Hi all, > <p> Tommy, please forgive my assumption that your name was masculine. > I certainly did not mean to offend you. In regards to the course you are > teaching, I am wondering why teach the basic computer skills to lead up > to the creation of a resume and job searching. Why not embed the technology > skills right in the task of creating the resume and searching for a job? > This way students will learn not only the skills, but when to apply them > within a context. I do truly believe that for them to really use the > technology > in a meaningful way, the learning needs to be toward a larger purpose i.e. > job related for these folks. You mentioned you are doing this with a group > of seniors as they explore medical information. I'll be interested to know > how it goes. > <p>I agree with you on this statement, but would modify it just a touch > .. > <p>"Computers and technology are only tools or media for learning. > Technology > iteracy is needed, but I prefer to think of it as literacy which is made > up of reading, writing, listening, speaking, math and the ability to use > computers or technology" <b>meaningfully</b>. > <p>Knowing how to use a computer is pointless unless you are doing > meaningful > something with it. > <p>My dissertation relates to the exact thing we are discussing > here...conceptual > learning rooted in relevant experiences. I am using a constructivist > approach > that focuses on teaching pedagogy to help preservice teachers create > multidisciplinary > units with lessons support by technology and looking at teacher's > perceptions > of their confidence to employ the metholodogy and to use the technology > to support the methodology. The emphasis is off the technology and on > teaching > methods. I am planning to gathering data this summer. > <p>I've enjoyed this discussion, > <br>--Kathryn > <br> > <br> > <blockquote TYPE=CITE> </blockquote> > </html> > > --------------60DC5EA140FB055B5737F36B-- >
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