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 j1G1O0C21444; Tue, 15 Feb 2005 20:24:00 -0500 (EST) Date: Tue, 15 Feb 2005 20:24:00 -0500 (EST) Message-Id: <s2125a12.015@ADM4.Harford.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: "Cindy Fischer" <cfischer@Harford.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3455] RE: Computer Technology Integration X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.3 Status: O Content-Length: 11329 Lines: 329 I have been reading "lurking" here for a couple of years and always reluctant to put in my two cents worth. Everyone seems so "learned" to me. Anyway, I wanted to address seamless us of computers in class. This year, for the first time, we have had access to a computer lab for one of our classes. Everyone in the class has his/her own work station. The instructor is amazing. First, she had them all get email. That was a challenge, but with a volunteer, it worked out fine. Then she sends each student an email with their lesson plans for the day. They are using the technology while addressing their basic skills. (This is an ABE II class). At the end of each class, each student emails her with their reflections and their accomplishments. Now they email me their writing when they're ready to publish. I believe this has worked well and the students have really enjoyed it. As an added bones, they have learned much. Most have improved in math and in reading. We also believe they are writing more also. The goal is improving their skills using technology. If they learn to use email and the Internet as well, we're doing great! Cindy "If you believe in good things, you can make them happen." >>> johnlyons@nmic.org 02/15/05 2:21 PM >>> I have taught using technology in many forms in the ESOL classroom. And, I have always approached technology problems the same way that I would approach any other hurdle. Once when teaching in Moscow, I arrived to find no heat. I abandoned the traditional grammar lesson that I had planned and set forth on preparing a lesson that incorporated as much possible TPR (total physical response) as it could. The students understood and were patient while I took the time to adjust the lesson. I am sure that any teacher worth his salt would adapt a lesson accordingly. Why should technology be any different? Why do teachers seem to panic when something goes slightly wrong with technology? I always suggest writing out the lesson step-by-step for the students and discussing it with the students. Also, putting screen captures into your steps of the lesson helps students to visualize things. If your program can afford an LCD projector-costs about as much as 2 computers, it is well worth it. With it you can demonstrate all of the steps of the lesson before the students touch the computer. You can repeat the process while the students are going through the steps. The teachers, themselves, need to be comfortable with the lesson. For example a new teacher who is presenting the present perfect tense and the simple past needs to spend a long time preparing. The same is true for a teacher using computers. Also, until the students become comfortable using technology, focus on the technology not the educational skill. For example if you want them to type a biography, have them write it freehand first. This way they are focusing on one task, not two. If the goal is internet, take them to a easy site that is not text rich and overwhelming and give them very easy tasks. This allows them to focus on how things work with the computer rather than the language or mathematical skill. And, after all this planning and prep if the technology fails you, have a back-up lesson and don't get discouraged. It goes back to my original anecdote. I always tell new teachers, even if something goes wrong, remember that you know more about this than your students do and you can teach them something about it. The students understand that these unforeseen difficulties are out of our control, why can we? John Lyons - Director Adult Education Program Northern Manhattan Improvement Corporation 76 Wadsworth Avenue New York, NY 10033 TEL: (212) 822-8320 FAX: (212) 568-9169 -----Original Message----- From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov] On Behalf Of David Rosen Sent: Tuesday, February 15, 2005 12:28 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3436] RE: Computer Technology Integration - Discussion Question 1 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! 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