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 j1HHNtC23500; Thu, 17 Feb 2005 12:23:55 -0500 (EST) Date: Thu, 17 Feb 2005 12:23:55 -0500 (EST) Message-Id: <3.0.6.32.20050217122151.00cc5760@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:3486] Steve's reccomendations 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: 6468 Lines: 162 Hello Steve and all, Steve, in response to your second reccomendation: "2. collect a list of strategies, as some have already started like David Collings, which would aid teachers in handling technology glitches." This might be a good way for us to use the Adult Literacy Education Wiki. I created a place for us to share our examples of glitches that happen when we integrate tech in to the instruction and the strategies we use to get past them. The URL for the main page is http://wiki.literacytent.org/index.php/Main_Page If you scroll down to "Discussion 12: Technology in the Classrooom" you will see an internal link to a page called "Handling Technology Glitches" Just click on the "TechGlitches" and it will take you to a page where you can add your experience and/or strategy for getting past it. At the top of the page you wiull see a tab that says "edit" click on it and if you are registered and logged in you can begin to add text. If not follow the prompts to register. Add an expereince you've had trying to integrate technology in to instruction and a glitch occurred. Sare your strategy for getting past it or if you want leave it blank and others can make suggestions. More then one suggestion can be included. Best, Mariann At 11:04 PM 2/15/2005 -0500, you wrote: >It seems that there is a "divide" among us. I think most on this list are comfortable with computing; however, some are trying to say that it ain't easy when the technology goes down or program-wide decisions, such as "enhanced" security creates barriers to use. We all have different levels of comfort and tolerance for interruptions in our plans¯I sometimes think I get flustered when things don't go as planned, but I am still surprised when students say something like, "You are not like our other teacher; you stop your lesson to answer our questions." > >Sometimes planning for all eventualities is not only time consuming but impossible. I think it would be important at some point, perhaps at another time, for us to address David Rosen's feedback from the field. I think even though the digital divide might be waning, there is a still divide between teachers who are comfortable using technology and those who are not. My sense is that labs are not always used as much as they could be because of this and some who use the technology are sometimes hesitant to try new creative projects due to the limitations other folks have run into. Perhaps there is already a resource for this, but it would be great if sometime we could: >1. advise programs how they can eliminate barriers and help facilitate computer use >2. collect a list of strategies, as some have already started like David Collings, which would aid teachers in handling technology glitches. > >Just a thought or three, >Steve Quann >NELRC/NCSALL >World Education > > >Steve Quann >NCSALL and NELRC >World Education >44 Farnsworth Street >Boston, MA >617.482.9485 > >>>> david@collings.com 02/15/05 10:41 PM >>> >Debra, your story of difficulties in unfamiliar computer labs brings back many >fond ( :^) memories of trips to do presentations or workshops where I found >that the expected setup was a bit shy. In fact I can't remember more than a >handful of technology-based presentations in the past 15 years where some piece >of hardware or software didn't break down. I think there is a Murphy's Law >corollary that says the likelihood of a malfunction is directly proportional to >the importance of the event. The only way that I have found to make it really >seamless is to call ahead to the site and find someone who seems to know what >they are talking about. Then I call back to confirm what we both said. Then, >if possible, I show up (at least) the afternoon before the event and check it >all out with my own eyes. Of course, that plan doesn't always work. And it's >still not a guarantee that some router or server upstream won't go out and foil >all of your plans anyway. > >As far as the software goes, I try to keep things as simple as possible. I may >have to resort to built-in Windows components like WordPad -- which uses the >almost universal Rich Text Format -- or Notepad -- which can display just about >anything that you can throw at it except that there's no formatting -- just >plain old text. And even these old stand-bys might not be available if the >local computer administrator decides to strip all of the extras off of the >machines. > >So the moral is that you plan and you plan and then hope you get lucky. > >David > >David Collings >Technology Coordinator >Delaware Adult and Community Education >david@collings.com > >-----Original Message----- >From: nifl-technology@nifl.gov [mailto:nifl-technology@nifl.gov] On Behalf Of >Dlhargrove@aol.com >Sent: Tuesday, February 15, 2005 3:44 PM >To: Multiple recipients of list >Subject: [NIFL-TECHNOLOGY:3444] RE: Computer Technology Integration - Discussion >Q... > >David, Liz and others, > >I too have gotten very frustrated attempting to present a seamless class >through technology integration. Being a consultant, I'm presenting workshops >in computer labs at different school sites and technology centers. What I've >learned is that you can NOT assume that all labs have the peripherals and >plugins that many of us so "seamlessly" use in our daily lives. For example, >I've prepared demo CD-ROMS of software and placed the demo files in a Word >file for the participants to open and run... only to find that the lab I'm >using doesn't have Office on it! Or I'll present something on a disk in PDF or >Real Player only to find those plugins are not there and the site does not >permit students to download any programs. There have been other instances >where security restrictions from the site IT administrator has limited the >ability of many of my students to experience the full capacity of the Web. > >I think it's just important to note that, in my experiences, a lot of >preplanning is vital in moving the students seamlessly through different modes >of learning. > >Liz, I've enjoyed the discussions and look forward to reading your study in >depth. > >Debra L. Hargrove, Ed.D. >Coordinator >Florida TechNet >www.floridatechnet.org > > > > > 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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