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 i9714M802288; Wed, 6 Oct 2004 21:04:22 -0400 (EDT) Date: Wed, 6 Oct 2004 21:04:22 -0400 (EDT) Message-Id: <4164E18F@webmail.utk.edu> 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: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3314] Integrating technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 3137 Lines: 79 Hello everyone, I hope it’s not too late to contribute to the question Mariann posed here. Mariann mentioned that we have been discussing Liz Dillon-Marable’s dissertation on computer technology integration (CTI) on the NIFL-AALPD list, and how CTI might relate to staff development. I’ve written a very brief summary of what we shared thus far (see below), in case NIFL-Technology subscribers may wish to explore the topic here. I look forward to learning of your experiences with CTI. Best, Jackie Jackie Taylor Moderator, NIFL-AALPD jataylor@utk.edu ======================================== “What does computer technology integration ‘look like’ for you?” We began discussing CTI in terms of delivering basic skills instruction, and several subscribers shared reviews of software based on their experiences using it in their programs. I started to cut/paste the links and reviews into this email, but it quickly became an unwieldy message for a discussion list! Some examples/points from the discussion include: - "For the nonreader to around middle 4th grade (TABE referenced) we use Language Tune-up Kit (LTK)…It's Orton-Gillingham based. The beauty of this is the simplicity of usage for the student. Symbology is used for navigation while visual cues are accompanied by auditory instructions. It's strength lies in the auditory, visual, and haptic combination of student involvement." - Product comparison of Lexia SOS & LTK; Review of Ultimate Phonics and several other product/program descriptions - Massachusetts has supported pilot programs integrating various kinds of technology with ABE instruction through the 'Anytime Anywhere' initiative. Teachers share what works in a “Best Practices” forum. See pilot reports at www.SABES.org - The state of Kentucky uses PLATO in adult education: http://www.kyvae.org/Courses/Courses.asp?PID=150 - For instructional websites, see links section of http://www.lvgh.org/ Then we discussed how we understand/use technology in “more differentiated” ways: - "What Video Games Have to Teach Us About Learning and Literacy.” Book by author James Gee. - Using email to develop reading/writing skills - Using the discussion board in Blackboard for collaboration and problem solving - Using simulations and role plays in workplace literacy combining reading, writing, and in some cases, actual costuming - Classroom virtual visits - Project-based or “constructivist” learning, integrating computer technology via Powerpoint, web pages, photo essays, science projects, etc. - The role of technology in knowledge transmission versus knowledge construction - The compatibility of computer technology with differing teaching philosophies– can compatibility be “taught”? - The role of computer technology in collaborative learning and group dynamics - Supporting teachers in imbedding technology in instructional approaches - Lynda Ginsburg’s four models of technology integration and how that is used in a Brooklyn program To view the archives, visit: http://www.nifl.gov/nifl-aalpd/2004/ ================================================
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