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 j1G2JaC22413; Tue, 15 Feb 2005 21:19:36 -0500 (EST) Date: Tue, 15 Feb 2005 21:19:36 -0500 (EST) Message-Id: <200502160217.j1G2HXC22275@literacy.nifl.gov> 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: "Barbara Sabaj" <bjteach@ameritech.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3457] RE: Computer Technology Integration - Discussion Question 1 X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Type: text/plain; Status: O Content-Length: 7099 Lines: 245 The tutors are not critical to the process. I have done this without tutors; we were just able to put people into several groups and everyone was able to read aloud to their group what they wrote. We did this in a 2.5 hour class. 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: Tuesday, February 15, 2005 11:08 AM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3435] RE: Computer Technology Integration - Discussion Question 1 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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