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 j6ILDJG22680; Mon, 18 Jul 2005 17:13:19 -0400 (EDT) Date: Mon, 18 Jul 2005 17:13:19 -0400 (EDT) Message-Id: <30D2C945E07BB743B34975D8B146A9BF10AD60@mailbe-la03.lausd.net> 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: "Bakin, Barry" <barry.bakin@lausd.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3661] RE: Changes in technology cost and access that we need to think about X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 1679 Lines: 32 2. If everyone -- all your students, for example -- has a computer, if we are not taking advantage of that in adult literacy education, we need to do some serious re-thinking about our practice. Taking advantage means at least putting curriculum and lessons online so students can access them from class, from home, from work, from everywhere. What else does it, or might it, mean? 3. Within four eyars Boston will offer free or low cost wireless access throughout the city's neighborhoods and downtown. Philadelphia will, too. Other cities will likely follow. With a laptop or mobile device which accesses the Web, our students will have anywhere anytime access to learning. How are we taking advantage of that opportunity? It would be wise to think about the implications this has for the current funding structure of much of adult ed as many of us experience it. If an increasing number of students can indeed access ESL instruction "from home, from work, from everywhere" what incentive will they have to actually walk into our classrooms and provide the "seat time" that translates into the ADA a school district so desperately needs to be funded? It seems to me that those of us who work in ADA driven funding systems need to start thinking about finding ways to get "credit" for students who access coursework via the internet. Failing that, we'd better be sure we're making the classroom experience so compelling and interesting that students will want to sit in them even when they could "learn English" at home via the Internet. Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:50:13 EST