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 fB34Ar023540; Sun, 2 Dec 2001 23:10:53 -0500 (EST) Date: Sun, 2 Dec 2001 23:10:53 -0500 (EST) Message-Id: <200112030406.XAA31203@darkstar.qx.net> 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: spencer@qx.net To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2136] Re: a few questions regarding computer literacy and education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 2638 Lines: 43 Currently we use our computer labs (we have three) to support ESL and Basic learners. We serve about 450 a quarter. We have general literacy software (Rosetta Stone, NOPD, English Discoveries, WordSmart, WordMunchers, GrammarRock, and a number of general phonics tools). We also use authentic software materials with integrated lessons that are sequencial in nature to help learners work in WORD, EXCEL, PowerPoint, and to do specific computer skills (make labels, address envelopes, create cards, newsletters, scan photos, and create artwork). Some learners and tutors are obviously more comfortable using the lab software for only drill and practice. Others are more interested in exploring and communicating in a variety of ways. They tend to complete general computer skills training and work through authentic software offerings. Our goal is for the labs to provide literacy support while helping learners learn technology skills commonly used in the general adult population (email, Internet, Wordprocessing, etc.). Learners that have "engaged experiences" in the lab continue to come to lab long after completing general computer skills training. They tend to become regulars who are open to more exploration. They learn to be risk takers. Learners that only work with one or two pieces of general literacy software seldom stay consistent with lab practice without tutor support in the lab. Norma Spencer Operation Read > From: Melissa Caudill <librarygirl81620@yahoo.com> > Date: 2001/12/02 Sun PM 07:05:39 EST > To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> > Subject: [NIFL-TECHNOLOGY:2135] a few questions regarding computer literacy and education > > Hello, > > I am taking a literacy course at San Jose and just > wanted to throw a few questions into the discussion. > Those of you that work directly with literacy > students: I am wondering how your program approaches > using computer technology into your program? Is it a > focus of your program (part of your goals for your > students) or is technology used more as a tool for > learning basic literacy skills? Also, do you like to > use skill and drill programs or do you use Internet > and word processing programs to help students change > the way they interact with their world? > > Also, I am curious to know if any of you have been > involved in formal literacy education programs? Are > there any that you know of? > > Thanks for any responses. > Melissa Caudill > > __________________________________________________ > Do You Yahoo!? > Buy the perfect holiday gifts at Yahoo! Shopping. > http://shopping.yahoo.com >
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