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 fAJNHQ010811; Mon, 19 Nov 2001 18:17:26 -0500 (EST) Date: Mon, 19 Nov 2001 18:17:26 -0500 (EST) Message-Id: <7c.1eca5c55.292aec2b@aol.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: Jklokker@aol.com To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2114] Re: use of technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Mac sub 39 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 838 Lines: 19 Nancy, My class has been using a digital camera. A photo tour of the neighborhood gave us quite a few pictures that have been used as writing prompts. Another teacher in our program, who teaches a low level Basic Ed class, has done something similar and will be binding the photos and writing into a book. (These uses of the camera do require access to at least one computer.) I also show videos and have my class listen to audio tapes. I have had students record very brief stories, then transcribe them exactly (including so called grammatical mistakes and verbalized pauses). Finally, they wrote "corrected" versions. This gave us an opportunity to examine the difference between written and spoken English. If I had to choose one piece of technology? The computer would be first. After that, I am not sure. Jay
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