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From: eileen trainor <et02@swt.edu>
To: Multiple recipients of list <nifl-technology@literacy.nifl.gov>
Subject: [NIFL-TECHNOLOGY:1738] RE: very short content needed for
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Steve Quann wrote:
>
> Tommy and other participants in this thread,
> Glad that the activities went well. As experienced teachers like you
> know, especially with technology, it doesn't always happen. While I am
> at it, I would like to throw one more thing out there.
>
> This discussion has reminded me a little of an issue that came out
> during Mark Warschauer's visit to the listserve. It seems to revolve
> around those that are working with beginning literacy levels. As
> Tommy and Ann point out, (and others from the Mark's discussion) it
> isn't so easy to jump into a project -one would have to teach so may
> skills-without some explicit instruction . I am specifically spaeking
> about when you are working with folks who are beginning learners in
> English and computers. Although I can't speak for everyone, I imagine
> most of us are in agreement that the ultimate goal is to end with a
> project-based activity. Since it may take a bit longer with beginners,
> why don't we integrate with language activities in the process and
> take advantage of teachable moments. I think Susan Gaer's method is an
> excellent example of how to integrate the learning of computer skills
> with language learning on the way to a project, eg. students learn
> how to write directions and how to turn on the computer
> simultaneously. See
> http://www.lacnyc.org/publications/May00/lead28.htm
> I think the road to project completion can be filled with fun
> activities that will meet the wishes of learners who have specific
> needs/requests with particular pronunciation, writing, and vocabulary
> issues.
>
> One of my concerns for staff development is when I see teachers start
> out trying to integrate technology with a wonderful project, using the
> Internet or word processor let say, and become very frustrated with
> using technology in the classroom. Karla Fritzler in her doctoral
> thesis stated, "one of the major concerns of ESOL instructors is the
> time required to train some students in basic keyboarding and computer
> skills in order to be able to participate in online activities."
> http://thecity.sfsu.edu/%7Efunweb/chapter6.htm
>
> Some reactions I have heard when to trying to do do tooo much, too
> soon (paraphrased ):
> a. it took the whole class to teach them to how to sign up for email*
> and we never got to*
> b. now they are saying that they don't want to go back and things
> like , "aren't we supposed to be learning English not computing."
> d. they don't remember all the things I taught them last week
> c. I am running around crazy trying to help them with all the
> different functions/steps I taught at once.
>
> All this is not to say that amazing projects can't come out of
> beginner classes, but I think I have heard some teachers of beginners
> saying is that it takes time and during that time practice with
> language learning activities to get folks comfortable with the
> computer can work as a first step toward the project. (Maybe I am
> putting words in mouths, I am not sure.) When we can use a
> constructivist approach all the better! But I think what I am hearing
> is that we need to be aware that one size doesn't fit all and when we
> talk about using online chat and email, resumes, or the Internet Web
> Quests etc. we need to consider the learners needs as well as their
> interests.
>
> Steve Quann
> New England Literacy Resource Center
> World Education
> 44 Farnsworth St.
> Boston, MA 02210
> 617.482.9485
> email: squann@worlded.org
>
> >>> Tommy B McDonell <tommy.mcdonell@nyu.edu> 05/01 11:41 AM >>>
> I found some of the exercises that Steve Quann mentioned and made
> them
> work. One of the weird things about this class, note one, is that the
>
> class starts at 10AM when the library actually opens, which doesn't
> give me much time to prep computers etc. I'm not sure now that I
> really
> need an interpreter but the students want one.
>
> No matter how I have asked for information about the ESL program
> though
> I have struck out. So now I am trying to find them through LAC or
> other
> groups.
>
> I want to thank you all for all your help. I think part of my problem
>
> is the structure. I have two bosses in this project who report to the
>
> director of the ESL program. Neither of these two however have any
> ESL
> background and the ESL director has no computer background, nor does
>
> the program have computers. It is an interesting kettle of fish.
>
> Thanks again.
>
> Tommy
>
> Tommy B. McDonell
> Tommy.McDonell@nyu.edu
> ESL trainer and educational technology trainer and consultant
> Adjunct Marymount Manhattan College
> Doctoral Candidate TESOL at NYU
> H: 212-358-1233 before 9
> F: 212-358-1230
>
> ----- Original Message -----
> From: "Ann Haney" <ahaney@mb.sympatico.ca>
> Date: Tuesday, May 1, 2001 9:32 am
> Subject: [NIFL-TECHNOLOGY:1734] RE: very short content needed for
>
> > 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
> > (Communicationand computer skills). Keyboarding skills and
> > practice with the mouse were
> > part of every class. I created language -writing activities that
> > integratedword processing skills and sentence writing/ vocabulary
> > development etc
> > So, they didn't jump directly into resume writing - instead they
> > developedskills 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
> > creationof
> > > 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--
> > >
> >
> >
Here is my two cents' worth. Put together a document, using
predominately screenshots to show the students exactly what you want
them to do. Put the document on the desktop. Have them open this
document at the beginning of class and follow the pictures. Another
way to do this is to use a polaroid camera and have them make their
own instructional book to use. Let them write their own notes, draw
pictures, whatever works for them.
Put them in charge of their learning...
--
Eileen Trainor
et02@rocketmail.com
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