Hello Jennifer,
That's an interesting dichotomy you have found associated with the thrid
sub-group you serve.
I would tend to expect that if someone is comfortable and familiar using
the computer that there would be certain skills (navigation, use of rote
commands) that would transfer, and that students would be more comfortable
taking risks and exploring in an unfamilair application or platform. 
What DL GED prep are you using? 
Perhaps something that could be effective is for students to have an
opportunity to reflect on what computer skills they do have ...a short
survey or questionaire something which moves students to thinking about the
assets they bring rather then defecits. It could be functional "I use email
to keep in touch with family and friends" or skills-driven "I know how to
save a word document." You could then use that as a means to describe what
skills they already possess that they would be using in relationship to the
DL platform used for their GED prep work. Students may think of themselves
as "failures" when it comes to school and academic work, and so enrolling
in GED prep may raise this for them. Refocusing on what they do bring both
in terms of academic knowledge as well as tech skills may help.

What suggestions or information do others on the list have to share?

Regards,
Mariann

At 10:43 AM 11/1/2005 -0500, you wrote:

>

>

>Recently I have been talking to the distance learning instructors in our

>state Project about the computer literacy skills that dl learners bring with

>them when they enroll in our programs.  There seem to be three categories:

>1) those with no computer literacy 2) those with computer literacy 3) and

>those that have computer literacy based on recreational use of the computer.

>While this third group may bring a certain "comfort level" with them when

>they enroll in the program, they don't feel as comfortable or confident

>using the computer for GED prep.

>

>Our discussions have focused on this third sub-group as we try to figure out

>strategies that will help this group of learners make a transition from a

>recreational to a more academic use of the computer.  I have also been

>wondering what sort of data, reports, or statistics are available that will

>help me understand better the learners that fall into this third category.

>What resources can I look at to understand better the age range and

>educational level of the sub-group?

>

>

>

>_____________________________________________

>

>Jennifer Rafferty

>Adult Literacy Resource Institute

>Boston SABES

>ABE Distance Learning Project Manager

>617-287-4081

>jennifer.rafferty at umb.edu

>

>____________________________________________

>

>

>

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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 at lacnyc.org
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