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 j1FMM2C16801; Tue, 15 Feb 2005 17:22:02 -0500 (EST) Date: Tue, 15 Feb 2005 17:22:02 -0500 (EST) Message-Id: <4ACDF1A2F0E48D41A19F9802A58314C61B7E5B@mailbe-la01.lausd.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: "Bakin, Barry" <barry.bakin@lausd.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3447] RE: Computer Technology Integration - Discussion Question 2 X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 3805 Lines: 83 The question of "Learner Appropriate" use of computer technology is not really that much different than that of gauging the appropriateness of non-computer materials or techniques in a class room. One can often encounter students struggling with a text, reading book or task that is way "off level" when perhaps the most appropriate tack the teacher can take is to jettison the lesson completely and move on to a more appropriate activity. In my use of computer-technology which is primarily, but not solely, centered around using common "productivity" software such as Word, PowerPoint, Paint and Excel to complete projects which practice language skills and introduce technology skills simultaneously, I make sure that the learners are comfortable with the technology and able to understand and complete the computer tasks by introducing skills in a graded fashion via a series of projects that build on previously introduced skills and introduce only one or two new competencies at a time, using an LCD projector to discuss the project and work through each step with the whole group in an extremely repetitive fashion and allowing and encouraging students to assist each other. I assure that the learners are comfortable with the content because the learners create the content themselves. As an example of sequencing projects and tasks so that they build on a previous task, in one project the students might learn how to insert a ClipArt image into a document so they can write about it and in a subsequent project not only do they insert a ClipArt image again (reinforcing that skill), but they also insert an "AutoShape" as well (learning and using a new technique within Word). Finally, a third project at some later point in the semester might require them to do both but in the context of a PowerPoint slideshow. Additionally, learner "comfortability" is tied into the previous question regarding seamless integration. The computers are always in the classroom, always on, and always considered a part of student learning (I instruct my students that they can move back and forth between their seats and the bank of computers at any time unless I specifically ask them to focus on a particular task the whole group is working on) so students who might "hold back" or be intimidated by the technology see other students using it on a daily basis. Barry Bakin ESL Teacher Adviser, Division of Adult and Career Education, Los Angeles Unified School District, and ESL Beginning High Teacher, Pacoima Skills Center, DACE, LAUSD. -----Original Message----- From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov] On Behalf Of Liz Dillon-Marable Sent: Tuesday, February 15, 2005 12:05 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3442] Computer Technology Integration - Discussion Question 2 Mariann and all, At this time, I'd like to pose the second of our 5 question agenda. It deals with the characteristic of "Learner-appropriate" use of computers. Definition: Learner-appropriate - Learners are able to use the computer technology in the classroom. Are learners able to use the computer technology and the content they access on the computer? Describe a classroom in which you observed learners comfortably using computers for learning. How do you determine whether or not the computer technology used by the learners is appropriate for - their literacy level - their technical level of expertise? Building on David Rosen's question - Is Learner-appropriate access difficult to achieve? If so, how do teachers assure that learners are comfortable with both the technology and the content accessed. __________________________________ Do you Yahoo!? Yahoo! Mail - Helps protect you from nasty viruses. http://promotions.yahoo.com/new_mail
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