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 j1G0pjC20171; Tue, 15 Feb 2005 19:51:45 -0500 (EST) Date: Tue, 15 Feb 2005 19:51:45 -0500 (EST) Message-Id: <4ACDF1A2F0E48D41A19F9802A58314C61167B9@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:3452] RE: Computer Technology Integration - Discussion Quest X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 11475 Lines: 330 In my school and in our district as a whole, wireless technology has played a role in spreading computers around, but in our case, equally as important is the fact that the wireless technology has mostly been associated with accompanying laptop technology. In many cases in fact, the wireless networking feature of a set of laptops might not even be used, but an entire class of students uses a set of laptops to work on CDROM-based software or on project-based English activities, when previously they might not have had access to any computers at all because the location of the classroom, security issues, cost or any of the limiting factors previously mentioned in other postings, precluded installing any computers at all. It is not uncommon now for a school to have one or more sets of 15 to 25 laptop computers that can be brought on carts into a classroom on a main campus or driven to a branch location with the goal of providing access to computer technology to the greatest number of students. In my own classroom, laptop technology has allowed me to more seamlessly integrate computer usage into the daily curriculum because I don't need a full set of 30 - 35 desktop computers on table tops taking up space and preventing students from comfortably being able to do traditional classroom activities like bookwork, pair work, and spreading newspapers and other materials out on tables. I have 17 desktop computers (10 of which are the newer slim profile integrated desktop computers where many of the components are part of the monitor and monitor tower itself) around the perimeter of the room and another 10 laptop computers stored in a cabinet. As students finish their assigned tasks at any given point of a class, they can move from their seats at the tables to one of the computers and work on a computer-based activity. They return to their seats at the tables when I want the whole group to work together once again. If I want the whole class to work on an activity simultaneously, students place the laptops on the tables. The only technological drawback of this system at this point is that the center tables are not wired for electrical outlets and I have to run power cords through protective rubber runners to multiple outlet strips under each table. There is a picture of students in my classroom demonstrating what having both the desktops and laptops in use simultaneously looks like online at http://www.adultedteachers.org/Content/pdf/lausd_tech/ESL-CBETTechGuide_ 7-01-02.pdf This is a page of the .pdf version of the ESL, CBET & Citizenship Guide published by adult teachers in my district and made available online through OTAN. Once the document loads (it's a big file) scroll or select the article "Using Laptops in the Classroom" using the bookmarks on the left side or navigate to page 72 of the .pdf file (page 78 of the actual document) to see the photo. 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 Marian Thacher Sent: Tuesday, February 15, 2005 3:58 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3450] RE: Computer Technology Integration - Discussion Quest I think one challenge to seamlessness is the way we set up our equipment. We sometimes put a whole bunch of computers in the lab and none in the classroom. That makes seamless integration into the curriculum a lot harder than if you have at least a few computers in the classroom, so if a question comes up about the weather in Oaxaca, someone can go online and look it up right then. The rapid development of wireless technology might be making it easier to spread computers around. Has anyone experienced that? Marian nifl-technology@nifl.gov writes: >Liz and others, > >I wonder what you (and others) have found to be the challenges in >achieving seamlessness. > >One, for example, which I frequently hear about from teachers, is the >frustration of technology that doesn't work when they need it: Internet >connections which go down, printers which malfunction, sound that >doesn't work, and others. > >Can you (and others here) suggest good strategies or practices from >research or professional wisdom for preparing for, or adjusting to >unforeseen technology glitches and melt-downs? > >And what other challenges are there in achieving seamlessness? > >David J. Rosen >djrosen@comcast.net > >On Feb 15, 2005, at 12:08 PM, Liz Dillon-Marable wrote: > >> Barbara and all, >> The idea of a "Write Around" is quite interesting and >> prompts a question. How critical to seamlessness is >> the presence of volunteers? >> Liz >> >> >> --- Barbara Sabaj <bjteach@ameritech.net> wrote: >> >>> In the literacy/CAI program that I run, learners use >>> both computers and >>> traditional methods of learning. In the groups, >>> learners and volunteer >>> tutors and/or instructor work on a "Write Around". >>> After they write down >>> their answers, learners discuss what they wrote. >>> Once discussed, learners >>> move to the computers to use the word processor to >>> write down the >>> information generated in the "Write Around." The >>> learners print out the work >>> and another discussion involves how to make the work >>> better. This may lead >>> to a learner working on a grammar program to help >>> solve a recurring problem >>> in their writing or a vocabulary program to aid them >>> in creating a >>> well-written work. >>> >>> Barbara Sabaj >>> bjteach@ameritech.net >>> bsabaj@d214.org >>> bsabaj@thecenterweb.org >>> 847-392-9894 >>> >>> -----Original Message----- >>> From: nifl-technology@nifl.gov >>> [mailto:nifl-technology@nifl.gov] On Behalf >>> Of Liz Dillon-Marable >>> Sent: Monday, February 14, 2005 9:27 AM >>> To: Multiple recipients of list >>> Subject: [NIFL-TECHNOLOGY:3417] Computer Technology >>> Integration - Discussion >>> Question 1 >>> >>> Hello everyone, >>> My name is Liz Dillon-Marable, and I recently >>> completed a study under the supervision of Tom >>> Valentine at the University of Georgia in which I >>> tried to understand what computer technology >>> integration is and what determines whether or not >>> instructors will use it. >>> >>> Although studies indicate that computers are >>> beneficial, it is extremely difficult to put such >>> research findings to work because of the >>> considerable >>> variability in what happens day-by-day and >>> hour-by-hour in any given ABSE classroom. Clearly, >>> there are activities for which computers are >>> valuable >>> additions to traditional instructional methods. >>> However, there are other activities in which >>> computers >>> do not add to and may even detract from >>> instructional effectiveness. So how does a teacher >>> manage computer technology in a way that optimizes >>> its >>> instructional value? >>> >>> This study is not about software it is about >>> something broader Ultimately, we came to the >>> conclusion that computer technology integration >>> simply >>> cannot be considered as a function of time, nor is >>> it >>> reflected in the sheer quantity of technology. >>> Rather, >>> there is a deeper, more complex logic that must be >>> at >>> work that explains effective computer use. When we >>> forced ourselves to articulate what effective >>> computer >>> use was, we concluded that computer technology >>> integration was evidenced in a thoughtful blend of >>> instructional modalities and thoughtful planning >>> around student objectives and program outcomes >>> >>> In terms of what computer technology integration is >>> - >>> heres what we found. A classroom with optimal CTI >>> has >>> 4 major characteristics: It is Seamless, >>> Learner-Appropriate, Learner Empowering, and >>> Instructor-Facilitated. >>> >>> 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, Id like you to >>> describe learning activities that you practice in >>> your >>> classroom or that you have seen in someone elses >>> 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 >>> >>> >>> Elizabeth Dillon Marable, Ph.D. >>> Independent Consultant >>> Phone: 706-769-5413 >>> Fax: 706-769-0362 >>> >>> --- Mariann Fedele <mariannf@lacnyc.org> wrote: >>> >>>> Good day all, >>>> >>>> I'm happy to welcome Liz Dillon-Marable to the >>> Tech >>>> list as our guest >>>> moderator. All of this week and through the >>>> beginning of next week Liz will >>>> be sharing information about her research on >>>> computer technology >>>> integration in the adult literacy classroom, about >>>> her dissertation titled >>>> "Conceptualization, Measurement and Prediction of >>>> Computer Technology in >>>> Adult Basic Skills Education," and asking question >>>> for you to respond and >>>> guiding discussion. >>>> >>>> For purposes of this discussion here are some >>>> working definitions: >>>> >>>> Computer technology integration: (a) allows for >>>> seamless movement between >>>> technology-based and non-technology-based >>>> instructional formats, (b) is >>>> appropriate for learners, (c) is facilitated by >>>> instructors, >>>> and (d) is learner empowering. >>>> >>>> *Seamless - There is easy movement between >>>> computer-based instruction and >>>> other forms of instruction. >>>> >>>> *Learner-Appropriate - Learners are able to use >>> the >>>> computer technology in >>>> the classroom. >>>> >>>> *Learner-Empowering - Learners are proactive in >>>> using computer technology >>>> for learning. >>>> >>>> *Instructor-Facilitated - Instructors facilitate >>>> learners' effective use >>>> of computer technology in the classroom >>>> >>>> Liz's dissertation can be downloaded at: >>>> >>> >> http://graduate.gradsch.uga.edu/etdarchive/spring2004/dillon- >> marable_elizabe >>>> th_200405_phd.pdf >>>> >>>> >>>> I hope that as many list members as possible will >>>> participate in this >>>> discussion and take advantage of Liz's active >>>> presence on our list. >>>> >>>> Best regards, >>>> Mariann >>>> >>>> >>>> >>>> Mariann Fedele >>>> Coordinator of Professional Development, >>>> Literacy Assistance Center >>>> Moderator, >>>> NIFL Technology and Literacy Discussion List >>>> 32 Broadway 10th Floor >>>> New York, New York 10004 >>>> 212-803-3325 >>>> mariannf@lacnyc.org >>>> www.lacnyc.org >>>> >>>> >>> >>> >>> >>> >>> __________________________________ >>> Do you Yahoo!? >>> Take Yahoo! Mail with you! Get it on your mobile >>> phone. >>> http://mobile.yahoo.com/maildemo >>> >>> >> >> >> >> >> >> __________________________________ >> Do you Yahoo!? >> Yahoo! Mail - Helps protect you from nasty viruses. >> http://promotions.yahoo.com/new_mail >> > >
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