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From: "Sioux Falls Area Literacy Council" <sfliteracy@mcleodusa.net>
To: Multiple recipients of list <nifl-technology@literacy.nifl.gov>
Subject: [NIFL-TECHNOLOGY:2117] Re: use of technology
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Dear Millie,
Just a P.S.
AND .... knowing how to use a scientific calculator will come into play =
for higher level learners taking the new GED 2002 Math. Also, *I* add =
to my curricula "overcoming the fear of technology". I have adult =
learners without any experience using a calculator and are afraid of =
that tool. I have to show them that they "can't break it" before we =
even begin to use that calculator. Do any of the rest of you see that =
in your learners?
Nancy Hansen
Sioux Falls Area Literacy Council
sfliteracy@mcleodusa.net
----- Original Message -----=20
From: KUTHFAM@aol.com=20
To: Multiple recipients of list=20
Sent: Monday, November 19, 2001 6:08 PM
Subject: [NIFL-TECHNOLOGY:2115] Re: use of technology
In a message dated 11/19/2001 11:17:12 AM Eastern Standard Time, =
beaver1@pon.net writes:
What types of technology do you use other than computers? How are =
they used?
How has technology changed how you teach?
Which type of technology has had the greatest impact in teaching =
literacy?
If you could use only one type of technology, what would you use? =
Why?
I don't have ready access to computers. The technology I do have and =
use is the calculator. If I could only have one piece of technology, it =
would be the calculator.
Most of my students don't, and probably never will, own a computer. =
While I certainly agree that a computer is a great teaching tool, it can =
only be used if one has access to one, or as long as the student is in =
the classroom.
Most of the students do own and use TV , VCR CD player. While I might =
use these as teaching tools, my students probably already know how to =
use these. =20
A calculator, however, is affordable. Any student can use it. For my =
low level students, using a calcular to to add, subtract, multiply and =
divide whole numbers is a useful life tool. They might make arithmetic =
errors, but using a calculator, can usually do the arithmetic correctly. =
A higher lever student can use the calculator to perform calculations =
as above more quickly and more accurrately. These students can also =
learn how to do the more difficult funtions (square, square root, %, =
memery key) on a calculator.
Millie Kuth
Hamilton City ABLE
Hamilton OH 45011=20
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<HTML><HEAD>
<META content=3D"text/html; charset=3Diso-8859-1" =
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<BODY bgColor=3D#ffffff>
<DIV><FONT face=3DArial size=3D2>Dear Millie,</FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV><FONT face=3DArial size=3D2>Just a P.S.</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D2>AND .... knowing how to use a =
scientific=20
calculator will come into play for higher level learners taking the =
new GED=20
2002 Math. Also, *I* add to my curricula "overcoming the fear of=20
technology". I have adult learners without any experience =
using a=20
calculator and are afraid of that tool. I have to show them that =
they=20
"can't break it" before we even begin to use that calculator. Do =
any of=20
the rest of you see that in your learners?</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D2>Nancy Hansen</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Sioux Falls Area Literacy =
Council</FONT></DIV>
<DIV><FONT face=3DArial size=3D2><A=20
href=3D"mailto:sfliteracy@mcleodusa.net">sfliteracy@mcleodusa.net</A></FO=
NT></DIV>
<BLOCKQUOTE=20
style=3D"BORDER-LEFT: #000000 2px solid; MARGIN-LEFT: 5px; MARGIN-RIGHT: =
0px; PADDING-LEFT: 5px; PADDING-RIGHT: 0px">
<DIV style=3D"FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV=20
style=3D"BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: =
black"><B>From:</B>=20
<A href=3D"mailto:KUTHFAM@aol.com" =
title=3DKUTHFAM@aol.com>KUTHFAM@aol.com</A>=20
</DIV>
<DIV style=3D"FONT: 10pt arial"><B>To:</B> <A=20
href=3D"mailto:nifl-technology@literacy.nifl.gov"=20
title=3Dnifl-technology@literacy.nifl.gov>Multiple recipients of =
list</A> </DIV>
<DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Monday, November 19, 2001 =
6:08=20
PM</DIV>
<DIV style=3D"FONT: 10pt arial"><B>Subject:</B> [NIFL-TECHNOLOGY:2115] =
Re: use=20
of technology</DIV>
<DIV><BR></DIV><FONT face=3Darial,helvetica><FONT size=3D2>In a =
message dated=20
11/19/2001 11:17:12 AM Eastern Standard Time, <A=20
href=3D"mailto:beaver1@pon.net">beaver1@pon.net</A> =
writes:<BR><BR><BR>
<BLOCKQUOTE=20
style=3D"BORDER-LEFT: #0000ff 2px solid; MARGIN-LEFT: 5px; =
MARGIN-RIGHT: 0px; PADDING-LEFT: 5px"=20
TYPE=3D"CITE">What types of technology do you use other than =
computers? How=20
are they used?<BR>How has technology changed how you teach?<BR>Which =
type of=20
technology has had the greatest impact in teaching literacy?<BR>If =
you could=20
use only one type of technology, what would you use?=20
Why?<BR><BR></BLOCKQUOTE><BR><BR>I don't have ready access to =
computers. The=20
technology I do have and use is the calculator. If I could only =
have one=20
piece of technology, it would be the calculator.<BR><BR>Most of my =
students=20
don't, and probably never will, own a computer. While I =
certainly agree=20
that a computer is a great teaching tool, it can only be used if one =
has=20
access to one, or as long as the student is in the =
classroom.<BR><BR>Most of=20
the students do own and use TV , VCR CD player. While I might use =
these as=20
teaching tools, my students probably already know how to use =
these. =20
<BR><BR>A calculator, however, is affordable. Any student can =
use it.=20
For my low level students, using a calcular to to add, subtract, =
multiply and=20
divide whole numbers is a useful life tool. They might make =
arithmetic=20
errors, but using a calculator, can usually do the arithmetic =
correctly.=20
<BR><BR>A higher lever student can use the calculator to perform =
calculations=20
as above more quickly and more accurrately. These students can =
also=20
learn how to do the more difficult funtions (square, square root, %, =
memery=20
key) on a calculator.<BR><BR>Millie Kuth<BR>Hamilton City =
ABLE<BR>Hamilton OH=20
45011</FONT> </FONT></BLOCKQUOTE></BODY></HTML>
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