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 j1EKgWC05561; Mon, 14 Feb 2005 15:42:32 -0500 (EST) Date: Mon, 14 Feb 2005 15:42:32 -0500 (EST) Message-Id: <fc.004c56fb02030dd03b9aca00e8d77fe7.2030e4c@scoe.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: "Marian Thacher" <mthacher@otan.us> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3423] Seamlessness X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 3051 Lines: 73 Hi Liz, I appreciate the opportunity to discuss your findings with you - you get to the heart of what we are really about, those of us who believe that technology integration is an important direction in meeting the needs of our learners. I want to respond to your question about examples of seamlessness. At OTAN we have been making an attempt to document good examples of technology integration by videotaping them. Some examples are posted at http://www.otan.us/Itap/index.cfm?fuseaction=videogallery Click on the image to go to the actual video. The first example is from an ABE class, where the students are learning time management skills by making a calendar and putting important dates on it as well as dates of personal importance like doctor appointments and birthdays. The teacher begins with a whole group brainstorm activity to set the framework for the lesson, and to come up with some important dates in February. The students then use the Internet to research important dates. They come back together as a group to share what the info they have gathered, and then go back to the computer using a word processing program to actually create their calendar page. To me, this seems like a good example of seamlessness. Is this what you have in mind? Another good example is the fourth one, a beginning ESOL class on making a business card. Although this is, in a way, a technology-based lesson, the actual time students spend on the computer is relatively small. Most of the time is spent learning the language of business cards, learning the steps in the process of making the cards, and practicing the language of exchanging business cards. But the computer activity is a crucial element, actually creating and printing the students' individual business cards. I like this example because it includes whole group, small group and individual activities, and also demonstrates use of an interactive whiteboard along with computers. Marian ~~~~~~~~~~~~~~~~~~~~~~~~ Marian Thacher, Coordinator of Technology Projects Outreach and Technical Assistance Network Sacramento, CA (916) 228-2597 mthacher@otan.us www.otan.us nifl-technology@nifl.gov writes: >Hello everyone, <snip> > >I would like to conduct the first part of this >discussion around those four areas and explore >practices that you believe are indicators of these >characteristics. Specifically, I’d like you to >describe learning activities that you practice in your >classroom – or that you have seen in someone else’s >classroom – that capture the these four attributes of >optimal computer technology integration. We can begin >with the attribute of seamlessness. > >Can you describe a classroom in which you observed >learners moving easily between computer-based >instruction and other forms of instruction. What did >you observe? How did you determine that what you >observed was indeed the seamless use of computer >technology? > >Seamless - There is easy movement between >computer-based instruction and other forms of >instruction. >Thanks, >Liz
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