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From: "Luiza Dini" <luiza33@hotmail.com>
To: Multiple recipients of list <nifl-technology@literacy.nifl.gov>
Subject: [NIFL-TECHNOLOGY:2130] Re: use of technology
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I know at the small branch public library I used to work at we had a
horrible time with the computer connection. There were only four public
terminals, but if anyone had more than one application open on a computer,
it would slow down our computers! Talk about frustrating. For the school
library or computer center, how about just limiting the amount of
applications available on each computer if this is causing a problem. For
example, have Word and Excel on a couple terminals, then Internet access on
another couple, power point and print shop on some more. It may be a bit
inconvenient for kids trying to research on the web and type a paper
simultaneously, but it would be worth it if it didn't weigh down the system.
>From: Virginia Tardaewether <tarv@exchange.chemeketa.edu>
>Reply-To: nifl-technology@nifl.gov
>To: Multiple recipients of list <nifl-technology@literacy.nifl.gov>
>Subject: [NIFL-TECHNOLOGY:2124] Re: use of technology
>Date: Mon, 26 Nov 2001 13:51:11 -0500 (EST)
>
>Fear of technology use is something that exists every day in my classroom.
>I have folks who are afraid of the microwave and need to learn how to use
>it. I would suggest a "reach and withdraw" activity with the
>calculator...things that help folks get used to how difficult it actually
>is
>to break whatever the technology it is you are using. This can be an
>introduction to trouble shooting also. Students need to find simple ways
>to
>check if it is broken and if it is, what is broken. I find that with
>computers, the common error they make is clicking on too many programs or
>too many times on one program and slowing all the applications down, etc.
>KISS: keep it simple students
>
>Virginia Tardaewether
>
>Chemeketa {Place of Peace}
>Outreach Instructor
>Dallas, OR 97338
>503-316-3242
>
>
>-----Original Message-----
>From: Sioux Falls Area Literacy Council
>[mailto:sfliteracy@mcleodusa.net]
>Sent: Tuesday, November 20, 2001 9:35 AM
>To: Multiple recipients of list
>Subject: [NIFL-TECHNOLOGY:2117] Re: use of technology
>
>
>This is a multi-part message in MIME format.
>
>------=_NextPart_000_0012_01C171B6.FB9DE4A0
>Content-Type: text/plain;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
>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
>
>------=_NextPart_000_0012_01C171B6.FB9DE4A0
>Content-Type: text/html;
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>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
><HTML><HEAD>
><META content=3D"text/html; charset=3Diso-8859-1" =
>http-equiv=3DContent-Type>
><META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR>
><STYLE></STYLE>
></HEAD>
><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>
>
>------=_NextPart_000_0012_01C171B6.FB9DE4A0--
>
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