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 j1I1ObC07738; Thu, 17 Feb 2005 20:24:37 -0500 (EST) Date: Thu, 17 Feb 2005 20:24:37 -0500 (EST) Message-Id: <20050218012250.3842.qmail@web60309.mail.yahoo.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: Liz Dillon-Marable <lizdillonmarable@yahoo.com> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3503] Wrap up to Question #3 Learner-appropriate X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 2633 Lines: 75 Mariann and all, Here is the wrap-up to our discussion on the “Learner-empowering” aspect of computer technology integration. It included a number of insightful recommendations on facilitating “Learner-empowerment”, identifying barriers to “Learner-empowerment, and identifying behaviors that indicate pro-active learning. If I missed something please let me know and I'll amend the summary. FACILITATING LEARNER-EMPOWERMENT IN COMPUTER TECHNOLOGY INTEGRATION 1. Use participatory curriculum development and instructional methods such as project-based learning and co-operative learning and be sure that the projects support the students’ self-identified learning goals. 2. Discover a purpose that learners find compelling enough to overcome whatever language learning, technology learning, or other obstacles there might be. 3. Welcome opportunities for teachers to become learners and learners to become teachers. It’s a win-win situation. 4. Engage students in authentic activities involving inquiry and problem-solving skills as well as academic content 5. Have what is learned contextualized by student experience 7. Draw on different learning styles and intelligences 8. Incorporate experiential, hands-on learning 9. Incorporate instruction, reflection and assessment to help guide and document learning BARRIERS TO LEARNER-EMPOWERMENT IN COMPUTER TECHNOLOGY INTEGRATION 1. Avoid using computers to learn what is not relevant to learning goals 2. Avoid using computers if what is learned is not immediately transferable to some real-life need BEHAVIORS OF PRO-ACTIVE LEARNERS USING COMPUTER TECHNOLOGY Learners who are proactive in their use of computer technology 1. Can identify when they need to use a particular application or function. 2. Have an understanding of the resources available to them 3. Understand how to use and apply computer resources to meet their learning goals. 4. Increase their technological skills by learning about things that personally interest them Here are the practices that were identified in the research: - Computer use enhances learners’ ability to work independently. - Computer use enhances learners’ ability to work collaboratively. - Learners choose from a range of learning materials available through computer use. - Learners make choices about learning activities available through computer use. - Learners use computer technology to access materials that address their roles as family members, workers, or citizens. __________________________________ Do you Yahoo!? Yahoo! Mail - Helps protect you from nasty viruses. http://promotions.yahoo.com/new_mail
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