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 f93Lkw019682; Wed, 3 Oct 2001 17:46:58 -0400 (EDT) Date: Wed, 3 Oct 2001 17:46:58 -0400 (EDT) Message-Id: <sbbb48b8.001@mail.jsi.com> 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: "Steve Quann" <steve_quann@jsi.com> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2058] Re: X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 2319 Lines: 58 Paul, I think your question reflects what can be a common reaction to technology. However, I would continue to check in with teachers as you are planning. Massachusetts studied related issues and had focus groups/interviews < alri.org/maltt/maltteval.pdf> You might find something there to help in that regard. Speaking as a teacher, sometimes it is not so much resistance/lack of comfort to technology of course but that: 1.like other tools of teaching some teachers gravitate to such things as more group work, pronunciation etc others do not. 2.Often software packages, like books, don't meet the themes, interests and needs of certain groups of students. That's why it can be liberating to create your own activities with PowerPoint, Word, the Web or whatever. 3. A real problem that often gets overlooked are the ways in which the technology is all there but that there are so many little logistical problems/obstacles that teachers can't depend on using them whether it is computers breaking, security locks on certain aspects etc. I have seen these and others keep many a teacher away from labs. 4. I also have to say that even though I have logged many hours combining ESOL and computing, I still find it more difficult to do a class in a lab. Unless I am just letting them surf or sit using software, it demands more prep and the likelihood of some glitch cropping up is far greater with computers than with books, blackboards, pens and pencils. Best of luck, Steve Quann NERLC/World Education >>> paulhughey@hotmail.com 10/02/01 20:42 PM >>> Hi, I am having a difficult time evaluating the success of distance learning and remedial software. Interviews with students indicate instructor resistance to use software and in some cases, resistance to providing Internet baed distance learning. Are there questionnaires and or surveys designed to surface and measure instructor attitudes? I am also wondering if the instructors feel inadequate and am hesitant to appear vulnerable with the students, other instructors, and the larger support community. Paul D. Hughey paulhughey@hotmail.com Adult Education Red Clay School District Wilmington, DE 19807 _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp
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