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 j1HGd8C19905; Thu, 17 Feb 2005 11:39:08 -0500 (EST) Date: Thu, 17 Feb 2005 11:39:08 -0500 (EST) Message-Id: <3.0.6.32.20050217113625.00cc5760@mail.psnyc.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: Mariann Fedele <mariannf@lacnyc.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3481] Question #3 Learner-empowerment X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="iso-8859-1" X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.6 (32) Status: O Content-Length: 2594 Lines: 81 Hi Liz and All, To create a learner empowered classroom I've worked with instructors to use participatory curriulum development and instructional methods such as project-based learning, and co-operative learning. These approaches to instruction position students to be proactive in the classroom (whether they are using computer technology or not). They necessitate a view of the classroom that has students not only at the center but at the front. These approaches: *Engage students in authentic problems *Have what's learned contextulaized by student experience *Allow students to learn and practice inquiry and problem-solving skills as well as academic content *Draw on different learning styles and intelligences *Incorporate experiential, hands-on learning *Incorporate instruction, reflection and assessment to help guide and document learning Computer and other technology would be used to support students in meeting their self-identified learning goals. As far as what to avoid...Introducing certain computer aplications for the sake of introducing them. If what's learned is not relevant to learning golas and not immediately transferrable to some real-life need then it will probably not stick. This is similar to language acquisition, if you don't use it you lose it. Learners who are proactive in their use of computer technology can identify when they need to use a particular aplication or function. They have an understandiung of the resources available to them, understand how to use them and know when to apply them to meet their learning goals. What do others think?? Best, Mariann At 08:31 PM 2/16/2005 -0500, you wrote: >Mariann and all, > >The third question for this discussion deals with the >finding that computer technology integration is >“Learner-empowering.” > >Definition: >Learner-empowering – Learners are proactive in using >computer technology. > >If you were mentoring teachers in the use of computers >to empower adult learners, what would you tell them to >do? What would you tell them to avoid doing? > >How would you describe the behaviors of learners who >are proactive in their use of computer technology for >learning? > >Thanks, >Liz > > > > >__________________________________ >Do you Yahoo!? >Yahoo! Mail - Find what you need with new enhanced search. >http://info.mail.yahoo.com/mail_250 > > 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
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