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 j1HEF4C14991; Thu, 17 Feb 2005 09:15:04 -0500 (EST) Date: Thu, 17 Feb 2005 09:15:04 -0500 (EST) Message-Id: <94400-22005241714655458@M2W054.mail2web.com> 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: "bonniesophia@adelphia.net" <bonniesophia@adelphia.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3475] RE: Wrap-up for Question 2 Learner-appropriate 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: 5799 Lines: 183 I'd like to address the use of technology for drill and skills practice: a contention at this institution at the moment is the use of Learning Lab courses to supplement existing curriculum with "lab exercises," learning software (I don't know what) to supplement existing curriculum. The question is about the integration and pertinence of the lab material to other aspects of skills building: writing, say, in relation to grammar exercises. In the opinion of some, which I share, the question of context is key, and that "drill and kill" exercises have their limitations whether delivered by technology or not. Many students, especially lower level learners, might have difficulties learning "on their own" and just having it corrected, vs. the interaction they'd have with a tutor or class. Some might do well learning independently. What have others discovered? I do believe this is an issue of "learner empowerment." This is an "on ground" situation, but the same question could be asked about distance learning. Bonnie Odiorne, Ph.D. Writing Center, English Language Institute post University, Waterbury, CT Original Message: ----------------- From: Liz Dillon-Marable lizdillonmarable@yahoo.com Date: Wed, 16 Feb 2005 19:17:08 -0500 (EST) To: nifl-technology@literacy.nifl.gov Subject: [NIFL-TECHNOLOGY:3471] RE: Wrap-up for Question 2 Learner-appropriate John, Are you saying that the fear of using technology in some cultural and socioeconomic groups is somewhat diminished when you use it to deliver familiar content - such as learned vocabulary and drill and practice on skills? I'm asking because several people have suggested that there's "no difference" in dealing with the technology and dealing with other aspects of literacy. Yet, that has not been my experience as a curriculum developer and trainer - nor was it my experience as an ABE/ESOL/GED instructor - maybe because often instructors are part-time, and some have no background in adult education - and certainly few have sufficient time to explore these acommodations. I'm wondering if dealing with technology is really the same as dealing with any other literacy issue. I would think that to make the accommodations necessary for cultural, socioeconomic and language differences would require some high-level teaching skills - or some staff development that demonstrates how to make these accommodations. What are your thoughts on this? How about others? Liz --- John Lyons <johnlyons@nmic.org> wrote: > On point #2, "Accommodations are made for learners > with different > languages, cultures, and socioeconomic backgrounds": > This is something > that in an ESOL classroom is integrated as part of > every lesson. > Technology is no different from any other aspect of > ESOL. Learned > vocabulary and skills need to be repeated and > drilled and repeated > again. I think all people can be open to technology > when they get over > the initial fear. > > I like to start introducing technology by saying, > "Is it easy to break a > computer?" I invariably get many people saying > yes. I tell them it is > only easy to break it if they pick it up and drop it > on the floor or > throw it out the window. This lightens the mood and > makes them a bit > more comfortable about using expensive equipment. > > > 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 Liz Dillon-Marable > Sent: Wednesday, February 16, 2005 2:29 PM > To: Multiple recipients of list > Subject: [NIFL-TECHNOLOGY:3467] Wrap-up for Question > 2 > Learner-appropriate > > > Mariann and all, > > Discussion on computer technology integration being > "Learner-appropriate" is coming to a close and I'll > be posting Question > #3 shortly. Meanwhile, here's a brief summary of our > discussion on > Question #2. > > The major focus seemed to be on the learner's > comfort > with the technology itself. As I stated in my last > posting, we discussed two approaches to achieving > "Learner- appropriateness." > > - one approach in which computer skills are embedded > in existing activities (almost as a secondary focus) > > - one approach which is incremental - beginning with > the teaching of basic computer skills and software > applications > > There was also discussion on the appropriateness of > the content that learners access on the computer. > Most > said that instructors handle this in much the same > way > that they handle other classroom materials. If it is > too difficult, they redirect the learner. > > If I left anything out, let me know and I'll amend > the > summary. > > > Meanwhile, here are the research findings. Note that > there was no discussion on finding #2 and #3. Does > anyone have any thoughts on those indicators? > > 1- The level of computer-accessed content matches > learners' literacy skills. > 2- Accommodations are made for learners with > different languages, > cultures, and socioeconomic backgrounds. > 3- Accommodations are made for learners with special > needs. > 4- The levels of technology match learners' > technology > skills. > > Thanks, > Liz > > > > > > __________________________________ > Do you Yahoo!? > Yahoo! Mail - You care about security. So do we. > http://promotions.yahoo.com/new_mail > > > __________________________________ Do you Yahoo!? Yahoo! Mail - now with 250MB free storage. Learn more. http://info.mail.yahoo.com/mail_250 -------------------------------------------------------------------- mail2web - Check your email from the web at http://mail2web.com/ .
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